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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.
By the end of Grade 2, students will:
A. Social Studies Skills 1. Explain the concepts of long ago and far away. 2. Apply terms related to time including past, present, and future. 3. Identify sources of information on local, national, and international events (e.g., books, newspaper, TV, radio, Internet). 4. Retell events or stories with accuracy and appropriate sequencing. 5. Develop simple timelines.
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
By the end of Grade 2, students will:
A. Civic Life, Politics, and Government 1. Explain the need for rules, laws, and government. 2. Give examples of authority and recognize problems that might arise from lack of effective authority. 3. Describe how American citizens can participate in community and political life. 4. Explain that justice means fairness to all. 5. Explain that a responsibility means something you must or should do. 6. Explore basic concepts of diversity, tolerance, fairness, and respect for others.
B. American Values and Principles 1. Identify symbols of American values and beliefs such as the American Flag and the Statue of Liberty.
C. The Constitution and American Democracy 1. Identify community and government leaders (e.g., mayor, town council, President of the United States).
D. Citizenship 1. Identify examples of responsible citizenship in the school setting. 2. Recognize real people and fictional characters who have demonstrated responsible leadership and citizenship and identify the characteristics that have made them good examples.
E. International Education: Global Challenges, Cultures, and Connections 1. Explain that the United States is a diverse nation and one of many nations in the world. 2. Identify traditions and celebrations of various cultures (e.g., Chinese New Year, Cinco de Mayo). 3. Participate in activities such as dance, song, and games that represent various cultures.
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
By the end of Grade 2, 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
By the end of Grade 2, students will:
A. Family and Community Life 1. Recognize change and continuity in their lives. 2. Describe their family history through two generations. 3. Compare family life today with long ago. 4. Tell about their family heritage using stories, songs, and drawings.
B. State and Nation 1. Recognize the names of major figures in American history, including George Washington, Abraham Lincoln, Sacajawea, Harriet Tubman, Susan B. Anthony, and Martin Luther King Jr. 2. Discuss the contributions of important women, African Americans, and Native Americans to United States and New Jersey history.
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
By the end of Grade 2, students will:
A. Economic Literacy 1. Identify the basic goods and services a family needs for everyday life. 2. Explain how the products individuals eat, wear, and use impact their health and safety and the environment. 3. Identify various forms of currency (e.g., penny, nickel, quarter, dollar). 4. Explain what it means to “save” money.
B. Economics and Society 1. Identify various jobs and explain how workers in these jobs receive income for their work.
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
By the end of Grade 2, students will:
A. The World in Spatial Terms 1. Explain the spatial concepts of location, distance and direction, including: · The location of school, home, neighborhood, community, state, and country · The relative location of the community and places within it · The location of continents and oceans 2. Explain that the globe is a model of the earth and maps are representations of local and distant places. 3. Demonstrate basic globe and map skills.
B. Places and Regions 1. Describe the physical features of places and regions on a simple scale. 2. Describe the physical and human characteristics of places.
C. Physical Systems 1. Recognize that the relationship of the Earth to the sun affects weather conditions, climate, and seasons.
D. Human Systems 1. Identify the types of transportation used to move goods and people. 2. Identify the modes of communication used to transmit ideas.
E. Environment and Society 1. Describe the role of resources such as air, land, water, and plants in everyday life. 2. Describe the impact of weather on everyday life. 3. Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important.
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