PREKINDERGARTEN – GRADE 12 SOCIAL STUDIES: A grade-by-grade overview of the New York State...

PREKINDERGARTEN – GRADE 12SOCIAL STUDIES:

A grade-by-grade overview of the New York State standards-based program

New York State Education DepartmentCurriculum, Instruction, and Instructional Technology Team

Albany, NY 12234www.emsc.nysed.gov/ciai/social.html

What is a “core curriculum”? In 1996, the New York State Board of Regents adopted learning standards for allcontent (subject) areas. Since then, the New York State Education Department(SED) has issued a series of core curricula, which provide an additional level ofspecificity to these learning standards.

The core curricula:• Contain the State’s expectations of what students must know and be able to do in

relation to the content areas.• Present key ideas (broad, unifying, general statements of what students need to know)

and performance indicators (statements of what students should do to provide evidence that they understand the key idea) for each standard area.

• Are the foundation upon which State assessments are aligned and developed.• Are not designed as local school/district curricula. • Provide assistance to local schools/districts who maintain responsibility to design a curriculum that meets the needs of their students.• Respect the tradition of local choice in New York State that empowers educators to

select texts, identify products, and use a rich array of instructional strategies and activities to meet student needs.

What is a grade-by-grade overview?

A focus on each grade level to help local schools and

districts plan their instructional program around the

learning standards, their key ideas and performance

indicators, and the content and skills of the standards-based

program.

ELEMENTARY PROGRAMGRADE CONTENT EVALUATION

PRE-K Self The Grade 5 Elementary-Level Social Studies Test

(implemented November 2001)

• 35 multiple choice items

• 3–4 constructed response items

(at least 1 scaffolded question for

each document)

• 1 document-based question essay

(DBQ)

K Self and Others

1 My Family and Other Families,

Now and Long Ago

2 My Community and Other

United States Communities

3 Communities Around the World – Learning About People

and Places

4 Local History and

Local Government

INTERMEDIATE PROGRAMGRADE CONTENT EVALUATION

5 The United States, Canada, and Latin America

6 The Eastern Hemisphere

7 & 8 United States and

New York State History

The Grade 8 Intermediate-Level Social Studies Test

(implemented June 2001)


• 3–4 constructed response items

(at least 1 scaffolded question for

each document)


(DBQ)

COMMENCEMENT PROGRAM

GRADE CONTENT EVALUATION9 & 10 Global History and Geography Global History and Geography

Regents (diploma requirement)


• 1 thematic essay


(DBQ)

11 United States History and Government

United States History and Government Regents

(diploma requirement)


• 1 thematic essay


(DBQ)

12 Economics, The Enterprise System, and Finance

Participation in Government

PREKINDERGARTENSelf

The prekindergarten social studies program stresses:

• An awareness of oneself as an individual, different from others but with similarities that connect oneself to family, the school, and the community.

• An awareness of how humans and other living things grow and how things, events, and ideas change over time.

• An awareness that they are members of a family and a classroom community who respect the uniqueness of others and themselves.

• An increased awareness of the physical relationships between and among people and places. Students will begin to identify characteristics of the natural environment and human-built structures and understand how people and places are connected by transportation.

PREKINDERGARTENSelf

The prekindergarten social studies program stresses:

• An awareness of the goods and services that meet needs and wants (e.g., food, shelter, clothing).

• An increased awareness of the kinds of work people do and the variety of tools people use to produce goods and services.

• An awareness of students’ rights and responsibilities as members of a classroom community. In prekindergarten, students begin to understand the meaning of rules and how they affect people in different situations.

KINDERGARTENSelf and Others

The kindergarten social studies program bridges the prekindergarten and grade 1 curricula by:

• Developing awareness of similarities and differences that make each individual and group unique.

• Recognizing how people, places, and events change over time.

• Identifying characteristics of the physical environment and understanding how they affect what people do.

• Recognizing that people use a variety of tools to do different kinds of work in different settings.

• Understanding what rules, rights, and responsibilities are and how they affect people in different circumstances.

GRADE 1My Family and Other Families, Now and Long Ago

The grade 1 social studies core curriculum:

• Helps students learn about their roles as members of a family and school community.

• Develops a sense of individual identity and social interaction.

• Explores an understanding of self, family, and school across the five social studies standards.

• Helps students learn about families now and long ago.

• Investigates different kinds of families that have existed in different societies and communities

• Enables students to locate places on maps and globes.

GRADE 1My Family and Other Families, Now and Long Ago


• Helps students to understand that maps are representations of physical features and objects.

• Builds on the kindergarten-level program, encourages interdisciplinary learning, and assists in the development of content, concepts, and skills for the prekindergarten through grade 12 social studies program.

GRADE 2My Community and Other United States Communities


• Explores rural, urban, and suburban communities in the United States by using the local community as an example to further understand the concept of community.

• Examines community from a multicultural perspective that includes geographic, socioeconomic, and ethnic influences.

• Emphasizes geography skills such as reading maps and globes, and analyzing the impact of the environment on the community.

•Stresses the rights and responsibilities of citizenship in the community.

GRADE 2My Community and Other United States Communities


• Investigates communities from the perspectives of the New York State social studies learning standards (History of the United States and New York State History; World History; Geography; Economics; and Civics, Citizenship, and Government).

• Includes interdisciplinary learning to emphasize the content, concepts, and skills of the New York State prekindergarten through grade 12 social studies program.

GRADE 3Communities Around the World – Learning About People and Places


• Is based on the five social studies standards.

• Provides students with an opportunity to learn about the social, political, geographic, economic, and historical characteristics of the world’s peoples and cultures.

• Helps students to understand and apply the concept of historical chronology.

• Explores how different world communities meet their basic needs and wants.

• Compares the role of citizens in different political systems around the world.

• Is linked with the content and skills of grades 6, 9, and 10.

GRADE 4Local History and Local Government


• Builds on students’ understanding of families, schools, and communities.

• Highlights local political institutions and historical developments with connections to New York State and United States history.

• Provides an in-depth study of government including the structure and functions of the different branches of local government.

• Explores the rights and responsibilities of citizens.

• Explores such civics concepts as power, equality, justice, and citizenship.

GRADE 4Local History and Local Government


• Establishes a chronological framework to help students organize information about their communities in the context of New York State history.

• Explores such themes and events as: Native American Indians of New York State, the European encounter, the colonial and Revolutionary War periods, the new nation, the period of industrial growth and expansion in New York State, and local and State government.

• Is a foundation for the social history that students will study in grades 7 and 8.

GRADE 5The Western Hemisphere: The United States, Canada, and Latin America


• Stresses geographic, economic, and social/cultural understandings related to the Western Hemisphere – the United States, Canada, and nations in Latin America.

• Builds on and reinforces historical and political content about the United States included in the grade 4 social studies program.

• Uses contemporary case studies rather than a chronological approach, with the content understandings guiding selection of specific case studies and factual information.

• Focuses on contemporary examples, whenever appropriate, to help students learn the grade 5 content understandings.

GRADE 6The Eastern Hemisphere


• Emphasizes the interdependence of all people living in the Eastern Hemisphere.

• Focuses on geography and economics. The geography and economics standards are used to develop relationships and understandings about social/cultural, political, and historic aspects of life in the Eastern Hemisphere.

• Focuses on major turning points of the Eastern Hemisphere that lead into the grade 7 social history of the United States.

• Develops lessons and activities based on specific examples of nations and regions in the Eastern Hemisphere. Content examples should include cultures other than the student’s own, and a variety of geographic, socioeconomic, ethnic, and racial groups.

GRADE 6The Eastern Hemisphere


• Highly recommends that lessons also compare and contrast specific information with similar data from the United States, Canada, and Latin America.

• Impacts social studies teaching and learning in global history and geography, economics, and participation in government.

GRADES 7 and 8United States and New York State History

Overview:

Social studies content in grades 7 and 8 focuses on a chronologically organized study of United States and New York State history. Course content is divided into 11 units, tracing the human experience in the United States from pre-Columbian times to the present, and tying political, geographic, economic, and social trends in United States history to parallel trends and time frames in New York State history.

Teachers are encouraged to develop and explore the 11 units of study within a two-year time frame. Knowledge of the needs of students and availability of instructional material and resources will assist in determining which unit to study in which grades. The grades 7–8 course builds on and seeks to reinforce the skills, concepts, and content understandings introduced in the K–6 program. It is, therefore, a vital link in the overall goals of the K–12 social studies program, and provides a solid content base in American history, allowing the grade 11 course to do greater justice to the study of the United States as a developing and fully developed industrial nation. By including hemispheric links to Canada and Mexico when appropriate, teachers will provide students a model for the global connections they will discover in the grades 9 and 10 social studies program.


Unit One: The Global Heritage of the American People Prior to 1500I. History and the social sciences: The study of peopleII. Geographic factors influence cultureIII. Iroquoian and Algonquian cultures on the Atlantic coast of North AmericaIV. European conceptions of the world in 1500

Unit Two: European Exploration and Colonization of the Americas I. European exploration and settlement

II. Colonial settlement: Geographic, political, and economic factorsIII. Life in colonial communities

Unit Three: A Nation is CreatedI. Background causes of the American RevolutionII. The shift from protest to separationIII. Early attempts to govern the newly independent statesIV. Military and political aspects of the RevolutionV. Economic, political, and social changes brought about by the American Revolution


Unit Four: Experiments in GovernmentI. The Articles of Confederation and the critical periodII. The New York State Constitution of 1787III. The writing, structure, and adoption of the United States Constitution

Unit Five: Life in the New Nation I. New government in operation

II. The Age of JacksonIII. Preindustrial Age: 1790–1860s

Unit Six: Division and ReunionI. Underlying causes of the Civil WarII. The Civil War breaks outIII. Results of the Civil War


Unit Seven: An Industrial SocietyI. The maturing of an industrial society in the second half of the 19 th centuryII. Changes in the social structure altered the American sceneIII. The Progressive Movement, 1900–1920: Efforts to reform the new society

Unit Eight: The United States as an Independent Nation in an Increasingly Interdependent World I. The United States expands its territories and builds an overseas empire

II. The United States begins to take a role in global politics

Unit Nine: The United States Between the WarsI. The Roaring Twenties reflected the spirit of the postwar worldII. The Great Depression


Unit Ten: The United States Assumes Worldwide ResponsibilitiesI. World War IIII. The United States as leader of the free worldIII. The United States in the post–cold war world

Unit Eleven: The Changing Nature of the American People from World War II to the Present I. Postwar society characterized by prosperity and optimism

II. The United States begins a new century

GRADES 9 and 10Global History and Geography

Overview:

The global history and geography core curriculum is designed to focus on the five social studies standards, common themes that recur across time and place, and eight historical units. Each unit lists the content, concepts and themes, and connections teachers should use to organize classroom instruction and plan for assessment. This curriculum provides students with the opportunity to explore what is happening in various regions and civilizations at a given time. In addition, it enables students to investigate issues and themes from multiple perspectives and make global connections and linkages that lead to in-depth understanding. As students explore the five social studies standards, they should have multiple opportunities to explore the content in and intellectual skills of history and the social science disciplines.


For each historical era, students will investigate global connections and linkages:• Cultural Diffusion (Ideas/Technology/Food/Disease)• Belief Systems• Migrations• Trade• Multiregional Empires• Conflict

Methodology of Global History and GeographyA. HistoryB. GeographyC. EconomicsD. Political Science

I.


Unit One: Ancient World – Civilizations and Religions (4000 BC – 500 AD)A. Early peoplesB. Neolithic Revolution and early river civilizationsC. Classical civilizationsD. The rise and fall of great empires

E. The emergence and spread of belief systems

Unit Two: Expanding Zones of Exchange and Encounter (500–1200)A. Gupta Empire (320-550 AD)B. Tang and Song Dynasty (618-1126 AD)C. Byzantine Empire (330-1453 AD)D. Early RussiaE. The spread of Islam to Europe, Asia, and AfricaF. Medieval Europe (500-1400)G. Crusades

I.


Unit Three: Global Interactions (1200–1650)A. Early Japanese history and feudalismB. The rise and fall of the Mongols and their impact on EurasiaC. Global trade and interactionsD. Rise and fall of African civilizations: Ghana, Mali, Axum, and Songhai empiresE. Social, economic, and political impacts of the plague on Eurasia and AfricaF. Renaissance and humanismG. Reformation and Counter-ReformationH. The rise and impact of European nation-states / decline of feudalism

Unit Four: The First Global Age (1450–1770)A. The Ming Dynasty (1368-1644)B. The impact of the Ottoman Empire on the Middle East and EuropeC. Spain and Portugal on the eve of the encounterD. The rise of Mesoamerican empires: Aztec and Incan empires before 1500E. The encounter between Europeans and the peoples of Africa, the Americas, and AsiaF. Political ideologies: Global absolutismG. The response to absolutism: The rise of parliamentary democracy in England

I.


Unit Five: An Age of Revolution (1750–1914)A. The Scientific RevolutionB. The Enlightenment in EuropeC. Political revolutionsD. The reaction against revolutionary ideasE. Latin America: The failure of democracy and the search for stabilityF. Global nationalismG. Economic and social revolutionsH. ImperialismI. Japan and the Meiji restoration

Unit Six: A Half Century of Crisis and Achievement (1900–1945)A. World War IB. Revolution and change in Russia – causes and impactsC. Between the warsD. World War II – causes and impact

I.


Unit Seven: The 20th Century Since 1945A. Cold war balance of powerB. Role of the United NationsC. Economic issues in the cold war and post-cold war eraD. Chinese Communist RevolutionE. Collapse of European imperialismF. Conflicts and change in the Middle EastG. Collapse of communism and the breakup of the Soviet UnionH. Political and economic change in Latin America

Unit Eight: Global Connections and InteractionsA. Social and political patterns and changeB. Economic issuesC. The environment and sustainabilityD. Science and technology

GRADE 11United States History and Government

Overview:

United States history is the history of a great experiment in representative democracy. The basic principles and core values expressed in the Declaration of Independence became the guiding ideas for our nation’s civic culture. United States history since the Declaration of Independence has witnessed continued efforts to apply these principles and values to all people. The adoption of the United States Constitution codified these principles, but, as the history of our nation shows, that document and its amendments represented only the first step in achieving “liberty and justice for all.”

One major goal of the State social studies curriculum, K-11, calls for students to learn about the structure and function of governments and to learn how to take on their roles as citizens. Students should understand those basic principles and the cultural heritage that support our democracy so that they can become informed, committed participants in our democracy. This core curriculum lists examples that describe how individuals and groups throughout history have challenged and influenced public policy and constitutional change. These examples and this course of study should help students understand how ordinary citizens and groups of people interacted with lawmakers and policymakers and made a difference.


Unit One: IntroductionI. Geography

Unit Two: Constitutional Foundations for the United States Democratic RepublicI. The Constitution: The foundation of American societyII. The Constitution tested: Nationalism and sectionalism

Unit Three: Industrialization of the United StatesI. The reconstructed nationII. The rise of American business, industry, and labor, 1865-1920III. Adjusting society to industrialism: American people and places

Unit Four: The Progressive Movement: Responses to the Challenges Brought About by Industrialization and Urbanization

I. Reform in AmericaII. The rise of American power


Unit Five: At Home and Abroad: Prosperity and Depression, 1917–1940 I. War and prosperity: 1917–1929 II. The Great Depression

Unit Six: The United States in an Age of Global Crisis: Responsibility and Cooperation

I. Peace in peril: 1933–1950II. Peace with problems: 1945–1960

Unit Seven: World in Uncertain Times: 1950–PresentI. Toward a postindustrial world: Living in a global ageII. Containment and consensus: 1945–1960III. Decade of change: 1960sIV. The limits of power: Turmoil at home and abroad, 1965–1972V. The trend toward conservatism, 1972–1985VI. Approaching the next century, 1986–1999

GRADE 12Economics, The Enterprise System, and Finance

Introduction Why Study Economics? Commissioner’s RegulationsSocial Studies Learning Standard 4: EconomicsSocial Studies SkillsSkill Development ProceduresHow to Use This Core Curriculum

National Voluntary Standards for Teaching Economics

Jump$tart Coalition Personal Financial Management Guidelines


I. Living in a Global Economy A. Economics and finance in our livesB. Individuals have multiple roles in the global economyC. The conflict between unlimited wants but limited resources D. Productive resources help determine our wealth and our nation’s wealth

II. The United States Economic SystemA. Characteristics, pillars, and goals of the United States economyB. Challenges for the United States and other market-based systems

III. The Enterprise System and the United States EconomyA. Features of the enterprise systemB. Types of business organizationsC. Role of the entrepreneurD. Starting and operating a businessE. The interactions between small and large businessesF. Effects of globalization on businessG. Moral, ethical, and legal issues


IV. Labor and Business in the United States A. Roles and responsibilities of workersB. Composition of the workforceC. Compensation and rewardsD. Labor-management relations

V. Money, Finance, and Personal FinanceA. MoneyB. Introduction to personal financeC. Instruments, institutions, financial markets, and investorsD. Interest and the cost of moneyE. CreditF. Managing your moneyG. Careers in financial services industry


VI. Making Fiscal and Monetary Policy A. Macroeconomics and challenges facing policymakersB. Economic growthC. Fiscal policyD. Monetary policy and the Federal Reserve

VII. Impact of Globalization on the Economies of Other NationsA. Definition of globalizationB. Trade–effects of globalization on the enterprise systemC. Foreign exchangeD. Foreign investmentE. Global economic and financial issues and crises

GRADE 12Participation in Government

Introduction Why Study Civics, Citizenship, and Government?Education Law and Commissioner’s RegulationsSocial Studies Learning Standard 5–Civics, Citizenship, and GovernmentConcepts and Themes for Social StudiesSocial Studies SkillsHow to Use This Core Curriculum

Core Curriculum–SummaryI. The MethodII. The Tools and SkillsIII. The Content

Appendix A: National Standards for Civics and Government

Appendix B: Participation in Government Websites


Content Questions:

Unit A: Philosophical Foundations and Comparative PerspectivesQuestion #1: What are the purposes and principles of government, politics, and the law?

Unit B: Citizenship in Comparative PerspectiveQuestion #2: What are the roles and rights of citizenship?Question #3: How does someone become a citizen of the United States?

Unit C: Citizenship, Participation, and the Electoral ProcessQuestion #4: Does your vote count?Question #5: How does the political party system enable choice and opportunity for participation?Question #6: How do you prepare yourself to vote?Question #7: Why would someone seek public office?Question #8: How do campaigns and elections enable choice and opportunities for participation?Question #9: How do you become a more effective media consumer?


Content Questions:

Unit D: Legal ObligationsQuestion #10: Why are males ages 18 to 26 expected to register with Selective Service?Question #11: What are the civic implications of taxation?Question #12: How should you respond to a call for jury duty?Question #13: What is the importance of the jury in a democratic system?

Unit E: Public Policy and Political Participation

Question #14: How do you find and evaluate information on public issues of interest?Question #15: Which government(s) should respond to a particular public policy issue?Question #16: How does the public policy process work?Question #17: How does the public policy process reflect the purposes, values, and principles of American democracy?Question #18: How do citizens become more involved in working on a public issue or for a political organization?


Content Questions:

Unit F: Legal Rights and ResponsibilitiesQuestion #19: What are the legal rights and responsibilities of the individual in civic life, the workplace, and school?Question #20: How do your legal rights and responsibilities change as you move about in the international arena?

Unit G: Selecting a Culminating Question (optional)

Question #21: What type of public issue can be selected for a culminating project?

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