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DOCUMENT RESUME SO 028 682 ED 420 570 Reddington, Orville; And Others AUTHOR Idaho K-12 Social Studies Content Guide and Framework. TITLE Idaho State Dept. of Education, Boise. INSTITUTION 1994-00-00 PUB DATE 149p.; The twelve-member "Framework Initiative Team" is NOTE listed in the acknowledgements. Idaho State Department of Education, Len B. Jordan Office AVAILABLE FROM Building, 650 W. State Street, PO Box 83720, Boise, ID 83720-0027; telephone: 208-334-2166. Non-Classroom (055) Guides PUB TYPE . MF01/PC06 Plus Postage. EDRS PRICE Course Content; Course Descriptions; Elementary Secondary DESCRIPTORS Education; *Social Studies; State Curriculum Guides; *State Departments of Education; *State Standards *Idaho IDENTIFIERS ABSTRACT This framework is designed to help Idaho schools develop a social studies curriculum and to formulate realistic goals for themselves and their students. The guide is correlated to Idaho's performance-based documents and the state-approved social studies textbooks. The framework is built around the 10 themes for social studies developed by the National Council for the Social Studies. The sections of the book include: (1) "Questions and Answers on Performance Based Education"; "Introduction"; (2) (5) "Elementary "Curricular Frameworks"; "Curricular Alignment"; (4) (3) "Middle Grades"; "Idaho 4th Grade Benchmarks"; Grades (K-4)"; (8) (7) (6) (11) "Secondary (10) "Secondary (9-12) Grades"; "Idaho 8th Grade Benchmarks"; Exit Performance Standards"; and (12) "Bibliography." (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** SU 0 0 N -tr 00000000000000000000000000013000000000000000000000000000000000000000000000000001300001 . U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) fir This document has been reproduced as . received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES ° Points.of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. . 2 IDAHO K-12 SOCIAL STUDIES CONTENT GUIDE AND FRAMEWORK 1994 Orville Reddington Coordinator, Social Studies State Department of Education Jerry L. Evans Darrell Loos le Jerry Pelton State Superintendent Assoc. State Superintendent Bureau Chief of Public Instruction of State and Federal Instructional Services Instructional Services Idaho State Department of Education Len B. Jordan Office Building 650 W. State Street PO Box 83720 Boise, ID 83720-0027 (208) 334-2166 3 K-12 SOCIAL STUDIES CONTENT GUIDE AND FRAMEWORK ACKNOWLEDGEMENTS The State Department of Education sincerely appreciates the professionalism, expertise, and of the responsibility The team accepted effort of the "Framework Writing Team." developing a guide for excellence in social studies education for Idaho's students, teachers, parents, and schools. Without the team's contribution to the development of this document, the guidance provided would fall far short of meeting the needs of Idaho's students. New Plymouth Elementary School Teacher Vicki Matthews/Burwell - Geography Consultant/Teacher Karen Clark Lincoln Elementary School, Caldwell Patti Free Teacher Lewiston High School Teacher Scott Funk Big Valley Elementary School, Rupert Teacher Anita Hoebelheinrich Boise State University Professor of Teacher Education Lamont Lyon Coordinator, Team Leader Consultant/Curriculum Orville Reddington State Department of Education, Social Studies Education and Curriculum Consultant Rosemary Stastny Council Elementary School Danna Stovner Teacher Hawthorne Junior High School, Pocatello Teacher Ray Sweigert Blackfoot High School Teacher Joan Thompson Teacher - Grace High School Tom Westre 4 FOREWORD In February of 1994, a 12 member writing committee assembled to write Idaho's K-12 Social Studies Content Guide and Framework. The committee of educators was composed in classroom involved teaching from the 12th grade kindergarten and college level, administrators through level personnel, and staff of the State Department of Education. The committee's resources included materials from other states and national organizations, Idaho's performance based education documents, state-approved social studies textbooks, as well as suggestions from our local school districts on what Idaho's framework should be. This framework has been designed to help schools develop a social studies curriculum and program and formulate some realistic goals for themselves and It is not our purpose to outline methods and procedures nor their students. to recommend activities, projects, units, or plans for students and teachers. in the These are adequately of state-adopted treated teacher manuals textbooks and curriculum frameworks developed by local districts. The State Department of Education recommends that all Idaho public school districts use this framework as a basic resource. I commend each person who participated in the writing of this framework. This document should serve the public schools well and ensure quality social studies instruction for Idaho students. J rry L. vans - State Superintendent of Public Instruction 5 This document is intended to be a working implementation the school resource for schools, teachers, and patrons as develops its social studies program. For the coming year, this document is considered to be open for review and The State Department of Education invites revision. comments from students, teachers, administrators, and parent. Please feel free to forward any comments regarding this document to: Orville A. Reddington Social Studies/Curriculum Adoption Coordinator Idaho State Department of Education PO Box 83720 Boise, ID 83720-0027 208/334-2166 (Phone) 208/334-2228 (FAX) 6 Contents Introduction 1 Vision Statement 2 Mission Statement 2 Ten Themes 3 Characteristics of an Excellent Social Studies Program 4 Goals/Exit Performance Standards 5 Questions and Answers on Performance Based Education 6 Curricular Alignment 9 Curricular Frameworks 9 Elementary Grades 11 Grade K 12 Grade 22 1 Grade 2 32 Grade 3 42 Grade 4 52 Idaho 4th Grade Benchmarks 63 Middle Grades 67 Idaho 8th Grade Benchmarks 88 Secondary (9-12) Grades 93 Government 94 History 105 Economics 115 Geography 120 Secondary Exit Performance Standards 138 Bibliography 142 Introduction "Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a democratic . . . society " . . . . - NATIONAL COUNCIL FOR THE SOCIAL STUDIES, 1992 The purpose of this framework is threefold. First, this document is intended to establish high expectations, on a par with those of the leading industrialized nations of the world, of what all students should know and be able to do. As a public statement, it clarifies for teachers, parents, students, evaluators, and policy makers what is successful achievement and allows all parties to judge how well schools are performing and students therefore are achieving on well-defined standards for success. Most importantly, this Idaho framework emphasizes the importance of equity in the learning opportunities and resources to be provided all students in our schools. This framework renders wholly unacceptable present practices that continue to deny large sectors of children equal educational opportunities and adequate preparation for success in the increasingly demanding economic, political, and social world they enter as young adults. This framework, on the other hand, does not enforce a single state curriculum. The standards of the framework can be implemented under any of a variety of curriculum plans. Local districts are, and must continue to be, free to determine how best to implement standards within the context of local priorities and student needs. Thus, some districts may choose to integrate in history with those for a standards and the in literature arts core curriculum. humanities-centered Some may integrate in the sciences, standards mathematics, and perhaps geography. Others may choose to integrate history, geography, and civics in a social studies/social science core. Still others, presently the majority of schools in the nation, will continue to offer courses in U.S. and world history at several levels in the curriculum. In short, this framework, while clarifying the goals toward which schools should be striving, mandates no single curriculum plan for getting there. 1 VISION STATEMENT to personal and public and applies student understands social studies The informed experiences the content perspectives of the several academic fields of the social studies. Equally important, the informed social studies student exhibits the habits of mind and of one who respects and (learning) education between relationships the behavior responsibility to promote the common good. Given the realities of today's world and the desire to carry the ideals of Idaho into the That vision future, we must create a new vision for our work as social studies educators. must motivate us toward a commitment to extend the promise of full scholarship and Our work should illuminate the essential connection citizenship to each person in Idaho. As a people, between social studies, learning democratic values, and positive citizenship. our first priority--our first public policy goal--is to ensure our survival as a free nation through the development of students who can assume the office of citizen. Through equal access to quality social studies education, all Idaho high school graduates will understand and value lifelong learning, and possess the knowledge, skills, and attitudes to: learn. * use critical thinking and reasoning ability to solve problems. work independently and in groups. communicate effectively in all forms. understand, integrate, and use information and knowledge already acquired. maintain personal, emotional, and physical well-being. contribute to society as caring, responsible, and thoughtful citizens. understand and appreciate ethnic and racial differences. MISSION STATEMENT Every student, regardless of ethnic background, gender, or ability, will start school ready to learn. Every student will be educated to the upper limits of his or her intellectual potential. of their responsibilities All students will develop knowledge, skills, and appreciation as citizens, workers, and lifelong learners. Schools will be places where learning social studies is exciting and challenging. Successful schools are places, not spaces. When students conceive of school as a space, they focus on "getting through it" as quickly as possible. Our responsibility as social studies educators is Goals should be clearly stated and expectations to imagine and create places of learning. high. Schools will be equipped with state-of-the-art technology, allowing teachers to focus on each student's needs and to serve as instructors, mentors, and motivators. Educators, parents, and communities will share responsibility, for helping students prepare themselves to perform productively and be active members of their community. 9 2 National Council of the Social Studies Curriculum Standards Ten Themes O Culture Time, Continuity, and Change People, Place, and Environment O Individual Development Individuals, Groups, and Institutions Production, Distribution, and Consumption Power, Authority, and Governance Science, Technology, and Society Global Connections Civic Ideals and Practices 3 10