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Standard 6: Social Studies
STANDARD 6.1 (SOCIAL STUDIES SKILLS) ALL STUDENTS WILL UTILIZE HISTORICAL THINKING, PROBLEM SOLVING, AND RESEARCH SKILLS TO MAXIMIZE THEIR UNDERSTANDING OF CIVICS, HISTORY, GEOGRAPHY, AND ECONOMICS.
Descriptive Statement: The purpose of this standard is to develop the requisite skills needed to fully appreciate, comprehend, and apply knowledge of the other five social studies standards: civics, world history, United States and New Jersey history, geography, and economics. These skills must be integrated across all five standards. Students must understand basic concepts such as time, location, distance, and relationships and must be able to apply these concepts to the study of people, places, events, and issues. These skills focus on the importance of historical research as well as the need to distinguish fact from fiction and to understand cause and effect. These skills should not be taught in isolation; rather, students must use these skills in the study of all social studies disciplines.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Social Studies Skills 1. Explain how present events are connected to the past. 2. Apply terms related to time including years, decades, centuries, and generations. 3. Locate sources for the same information (e.g., weather forecast on TV, the Internet or in a newspaper). 4. Organize events in a time line. 5. Distinguish between an eyewitness account and a secondary account of an event. 6. Distinguish fact from fiction.
STANDARD 6.2 (CIVICS) ALL STUDENTS WILL KNOW, UNDERSTAND AND APPRECIATE THE VALUES AND PRINCIPLES OF AMERICAN DEMOCRACY AND THE RIGHTS, RESPONSIBILITIES, AND ROLES OF A CITIZEN IN THE NATION AND THE WORLD.
Descriptive Statement: The purpose of this standard is to prepare students to be informed, active, and responsible citizens in the American democratic republic. It is essential that students have an understanding of the historical foundations, underlying values, and principles upon which the American system of representative democracy is based. Before citizens can make informed, responsible decisions as voters, jurors, workers, consumers, and community residents, they must have an understanding and appreciation of the fundamental concepts, laws and documents which form the American heritage including the Declaration of Independence, the United States Constitution, and the New Jersey State Constitution. Students must understand how a representative democracy works and the value of citizen participation in the nation, state and local communities. In addition, students must also be prepared to serve as global citizens; that is, students must be aware that the United States has a significant impact on the rest of the world, and conversely, the rest of the world impacts the United States. Technological advances bring the world to our doorstep. International education enables students to broaden their understanding of global issues that impact their life as Americans.
The study of politics, government, and society should start in early elementary grades with the identification of the need for rules, laws, and structures for decision-making or governance, and proceed through upper elementary grades to identify key documents and ideas that express democratic principles. Intermediate students should examine the various forms of government, the functions of the various branches of our federal government, as well as local and state levels of government. They must understand the ongoing need to balance individual rights and public needs. High school students should build on their prior knowledge and skills by analyzing the scope of governmental power, the spectrum of political views, and how the United States functions in a global society. Students should be encouraged not only to learn about how government works but also to apply their knowledge and to use their critical thinking, listening, and speaking skills to better understand the value of citizen participation in a representative democracy. Five major topics are addressed in the indicators and are reflected in the following questions:
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Civic Life, Politics, and Government 1. Describe the characteristics of an effective rule or law (e.g., achieves purpose, clear, fair, protects rights and the common good). 2. Differentiate between power and authority. 3. Recognize that government exists at the community, county, state, and federal levels. 4. Recognize national, state, and local legislators and government officials and explain how to contact them for help or to express an opinion.5. Describe the contributions of voluntary associations and organizations in helping government provide for its citizens.
B. American Values and Principles 3. Describe how American values and beliefs, such as equality of opportunity, fairness to all, equal justice, separation of church and state, and the rights guaranteed by the United States Constitution and the Bill of Rights, contribute to the continuation and improvement of American democracy.4. Evaluate the importance of traditions, values, and beliefs which form a common American heritage in an increasingly diverse American society.
C. The Constitution and American Democracy 3. Identify major services provided by state and local government. 4. Delineate the respective roles of the three branches of the federal and state governments.
D. Citizenship 2. Describe the significant characteristics of an effective citizen and discuss ways to influence public policy (e.g., serving in elected office, working on a campaign). 3. Describe the process by which immigrants can become United States citizens.
E. International Education: Global Challenges, Cultures, and Connections 2. Discuss how the United States interacts with other nations of the world through trade, treaties and agreements, diplomacy, cultural contacts, and sometimes through the use of military force. 3. Explain why it is important for nations to communicate and resolve disagreements through peaceful means. 4. Outline the purposes of the United Nations. 5. Identify current issues that may have a global impact (e.g., pollution, diseases) and discuss ways to address them. 6. Explain why it is important to understand diverse peoples, ideas, and cultures. 7. Explain that even within a culture, diversity may be affected by race, religion, or class. 8. Identify aspects of culture and heritage presented in literature, art, music, sport, or the media. 9. Examine common and diverse traits of other cultures and compare to their own culture. 10. Use technology to learn about students and their families in other countries through classroom links, email, and Internet research. 11. Define stereotyping and discuss how it impacts self-image and interpersonal relationships.
STANDARD 6.3 (WORLD HISTORY) ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE.
Descriptive Statement: This standard includes content relating to eight periods of world history, including: · The Birth of Civilization to 1000 BCE (BC) · Early Human Societies to 500 CE (AD) · Developing Human Societies to 1400 CE (AD) · The Age of Global Encounters (1400-1750) · The Age of Revolutionary Change (1750-1914) · The Era of the Great Wars (1914-1945) · The Modern World (1945 to 1979) · Looking to the Future (1980-present) The standards do not outline specific world history content and skills for students in grades K-4. Students in grades K-4 need to develop the social studies skills outlined in Standards 6.1 in order to understand the complex information presented in grades 5-8. Standard 6.2: Civics and Standard 6.4: United States and New Jersey History provide a foundation for the study of home, family, community, culture, international education, and global issues. In addition, as elementary students begin the study of a world language, they will learn about the history and culture of countries where the target language is spoken. Finally, the visual and performing arts standards require that students study works of art from various historical periods and diverse cultures. Thus, K-4 students will have multiple opportunities to study world history from different perspectives through a more integrated approach. The Cumulative Progress Indicators (CPIs) are grouped primarily in two grade clusters, grades 5 to 8 and grades 9 to 12. In order to study the periods of history in more depth, students in grades five through eight study the first four periods, from the development of human civilization in prehistory to the beginning of the post-medieval world. Students in grades 9 through 12 study the last five periods from global encounters to the contemporary world. Throughout the teaching of history, teachers are encouraged to connect events being studied to similar occurrences at different times in history and to current events. Teachers should endeavor to address the following critical questions of historical study: Are there general lessons to be learned from history? How and why do societies change? What is civilization and how has it been defined? Why do civilizations decline and perish? Why is there political and social conflict? How does religion influence the development of individual societies as well as global processes? Are individuals as important as underlying structures in explaining change? How have social institutions and groups failed to function in a positive way when people have behaved in cruel or inhumane ways? How have people worked to combat instances of prejudice, cruelty, and discrimination? (Adapted from: Rabb, Theodore, 1999. History Matters. Newsletter of the National Council for History Education)
The history topics listed for each of the eight eras of world history are organized around the following geographic areas: Eastern Europe, Western Europe, East Asia, Africa, the Middle East, North America, and Latin/Mesoamerica. They are grouped around the following topics:
· Study of a particular civilization · Specific structures within the civilization (political, social, economic) · Comparative civilizations/societies · Connections among civilizations · Global processes such as trade, conflict, and demographic change · World religions · Humanities: arts, sciences, and culture Students need to learn critical and historical thinking as they study history and cultures, the role of geography and the development of social, economic and political structures throughout the world at various times. There should also be a balanced look at some of the political, social, cultural and technological changes that occurred in Europe, Africa, the Middle East and Asia and the Americas from earliest times to the present. Students should trace the evolution of selected important ideas, beliefs, practices, and technologies as they shaped major developments.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 4, students will:
Learn content and skills found in Standards 6.1 (Social Studies Skills) and 6.2 (Civics).
STANDARD 6.4 (UNITED STATES AND NEW JERSEY HISTORY) ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF UNITED STATES AND NEW JERSEY HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND FUTURE.
Descriptive statement: This standard introduces students in grades K-4 to the history of the United States and New Jersey through the study of family and community life. Through this study, students also become aware of many cultural traditions and heritages that contribute to the diversity of this country. As a foundation for further study in grades 5-8, students learn about important issues and personalities that have influenced the history of the state and the nation. Within the grades 5-12 cluster, students study the following ten periods in New Jersey and American history:
Within the ten broad eras, the indicators cover the political, social, cultural, diplomatic, scientific/technological, and military aspects of United States history. Throughout the teaching of these periods, teachers are encouraged to connect events being studied to similar occurrences at different times in history and to current events. In addition, the study of New Jersey history provides an excellent laboratory for teaching major themes in American history. New Jersey history, and the many historical sites located throughout the state, provides close-at-hand, immediate examples that make American history real to students.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Family and Community Life 1. Discuss how families long ago expressed and transmitted their beliefs and values through oral tradition, literature, songs, and celebrations. 2. Compare family life in a community of the past to life in a community of the present. 4. Discuss the history of their community, including the origins of its name, groups and individuals who lived there, and access to important places and buildings in the community. 5. Explain that Americans have come from different parts of the world and have a common American heritage, in addition to the heritage of the countries of origin. 6. Describe situations in which people from diverse backgrounds work together to solve common problems.
B. State and Nation 1. Compare the major early culture of the Lenape that existed in the region that became New Jersey prior to contact with the Europeans. 3. Discuss New Jersey’s role during the American Revolution. 4. Identify major documents and symbols in New Jersey and American history, including the Mayflower Compact, the Declaration of Independence, the United States Constitution, the New Jersey State Seal, and Martin Luther King Jr.’s “I Have a Dream” speech. 5. Identify and discuss major scientific discoveries and inventions, the scientists and inventors who developed them (e.g., Thomas Edison), and their impact on life today. 6. Discuss the experiences of immigrants who came to the United States and New Jersey, including reasons for immigrating, experiences at Ellis Island, and working and living conditions in America. 7. Describe the population shift from the farm to the city in New Jersey. 8. Discuss the value of the American national heritage including: · Diverse folklore and cultural contributions from New Jersey and other regions in the United States · History and values celebrated in American songs, symbols, slogans, and major holidays · Historical preservation of primary documents, buildings, places of memory, and significant artifacts
STANDARD 6.5 (ECONOMICS) ALL STUDENTS WILL ACQUIRE AN UNDERSTANDING OF KEY ECONOMIC PRINCIPLES. Descriptive Statement: Economics is the study of human behavior in relation to scarce resources. It is also about responsible citizenship. Effective economic decisions within the roles of consumer, producer, saver, and investor are more likely to be made if students understand economic concepts and their applications. The understanding of economic principles, concepts, and analytical tools is also essential for career development and financial success in the 21st century. Our students live in a world of increasing global interdependence.
Students also need to understand that the economic decisions of institutions, governments, and individuals can have immediate and far-reaching impacts. Another goal of this standard is to provide students with the necessary economic knowledge and skills for a full understanding of political, social, and historical events. These events are often incompletely or inadequately understood without a firm grasp of their economic components. For example, no modern election is without economic aspects and, in fact, economic issues have dominated many recent elections. Therefore, it is essential that New Jersey’s schools provide all students with a strong foundation in the social science of economics. This standard addresses two strands across grades K-12: A. Economic Literacy B. Economics and Society
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Economic Literacy 1. Distinguish between goods (e.g., objects) and services (e.g., activities). 2. Distinguish between a want and a need and explain how to choose needed goods and services. 3. Explain the three functions of money in the economy. · Medium of exchange (e.g., buying) · Measure of value (e.g., price comparison) · Store of value (e.g., saving) 4. Discuss how natural, human, and capital resources are used to produce goods and to provide services. 5. Explain that prices are the money value of goods and services and that prices change as a result of supply and demand. 6. Define consumers as buyers and producers as workers and sellers. 7. Explain that people can improve their ability to earn income by gaining new knowledge, skills, and experiences. 8. Describe how to earn and save money in order to purchase a needed or desired item.
B. Economics and Society 1. Explain that some essential goods and services are provided by the government, such as roads, schools, parks, police, and fire protection. 2. Describe products and services that are developed, manufactured, or grown in New Jersey.
STANDARD 6.6 (GEOGRAPHY) ALL STUDENTS WILL APPLY KNOWLEDGE OF SPATIAL RELATIONSHIPS AND OTHER GEOGRAPHIC SKILLS TO UNDERSTAND HUMAN BEHAVIOR IN RELATION TO THE PHYSICAL AND CULTURAL ENVIRONMENT.
Descriptive Statement: The study of geography is based on the principle that thinking in and understanding spatial terms will enable students to understand the many relationships of place, people, and environments. By taking an active, questioning approach to the world around them, students learn to devise their own mental world-view. As students engage in critical thinking to interpret patterns in the evolution of significant historic events and the movement of human populations on the Earth’s surface, their understanding of geography, history, economics, and civics deepens. Furthermore, the use of geographic tools and technology assists students to understand the reasons for, and the economic, political and social consequences of, human impact on the environment in different areas of the world.
This section is organized around five strands adapted from the National Geography Standards (Geography Education Standards Project. 1994. Geography for Life. Washington, D.C.)
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. The World in Spatial Terms 2. Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time). 3. Estimate distances between two places on a map using a scale of miles. 4. Identify the major cities of New Jersey, the United States, and the world. 5. Identify the major countries, continents, bodies of water, and mountain ranges of the world. 6. Locate time zones, latitude, longitude, and the global grid.
B. Places and Regions 1. Identify the physical and human characteristics of places and regions in New Jersey and the United States (e.g., landforms, climate, vegetation, housing). 2. Explain changes in places and regions over time and the consequences of those changes. 3. Describe the geography of New Jersey. 4. Discuss factors involved in the development of cities (e.g., transportation, food, marketplace, religion, military protection).
C. Physical Systems 1. Describe the basic components of the Earth’s physical systems, including landforms, water, erosion, weather, and climate and discuss their impact on human development.
D. Human Systems
E. Environment and Society 1. Differentiate between living and non-living natural resources. 2. Explain the nature, characteristics, and distribution of renewable and non-renewable resources.
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