resource guide - nysed · • prepare essays and oral reports about the important social,...

THE STATE EDUCATION DEPA RT M E N TTHE UNIVERSITY OF THE STATE OF NEW YORK

PART IVStandard 1........................................................2

Standard 2........................................................6

Standard 3........................................................10

Standard 4........................................................12

Standard 5........................................................14

Reaction Form .................................................18

NOTE: This document is a work in progress. Parts II and III,in particular, are in need of further development, and weinvite the submission of additional learning experiences andlocal performance tasks for these sections. Inquiries regard-ing submission of materials should be directed to: The SocialStudies Resource Guide, Room 681 EBA, New York StateEducation Department, Albany, NY 12234 (tel. 518-474-5922).

http://www.nysed.gov

Resource Guide

2 Social Studies

SS

1STANDARD I:History of the United States

and New YorkStudents will use a variety of intellectual skills to demonstrate their under-standing of major ideas, eras, themes, developments, and turning pointsin the history of the United States and New York. E E

Elementary Level

Students will:

• know the roots of Americanculture, its development frommany different traditions, andthe ways many people from avariety of groups and back-grounds played a role in creat-ing it

• understand the basic ideals ofAmerican democracy asexplained in the Declaration ofIndependence and theConstitution and other impor-tant documents

• explain those values, practices,and traditions that unite allAmericans.

Intermediate Level

Students will:

• explore the meaning ofAmerican culture by identifyingthe key ideas, beliefs, and pat-terns of behavior, and traditionsthat help define it and unite allAmericans

• interpret the ideas, values, andbeliefs contained in theDeclaration of Independenceand the New York StateConstitution and United StatesConstitution, Bill of Rights, andother important historical docu-ments.

Commencement Level

Students will:

• analyze the development ofAmerican culture, explaininghow ideas, values, beliefs, andtraditions have changed overtime and how they unite allAmericans

• describe the evolution ofAmerican democratic valuesand beliefs as expressed in theDeclaration of Independence,the New York StateConstitution, the United StatesConstitution, the Bill of Rights,and other important historicaldocuments.

1. The study of New York State and United States history requires an analysis of the development of

American culture, its diversity and multicultural context, and the ways people are unified by many values,

practices, and traditions.

The Standards and Performance Indicators 3

SS

1STANDARD 1: Social Studies, continued

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States

history illustrate the connections and interactions of people and events across time and from a variety of

perspectives.

Elementary Level

Students will:

• gather and organize informa-tion about the traditions trans-mitted by various groups livingin their neighborhood and com-m u n i t y

• recognize how traditions andpractices were passed from onegeneration to the next

• distinguish between near anddistant past and interpretsimple timelines.

Intermediate Level

Students will:

• describe the reasons for peri-odizing history in different ways

• investigate key turning points inNew York State and UnitedStates history and explain whythese events or developmentsare significant

• understand the relationshipbetween the relative importanceof United States domestic andforeign policies over time

• analyze the role played by theUnited States in internationalpolitics, past and present.

Commencement Level

Students will:

• discuss several schemes forperiodizing the history of NewYork State and the UnitedStates

• develop and test hypothesesabout important events, eras, orissues in New York State andUnited States history, settingclear and valid criteria for judg-ing the importance and signifi-cance of these events, eras, orissues

• compare and contrast the expe-riences of different groups inthe United States

• examine how the Constitution,United States law, and therights of citizenship provide amajor unifying factor in bring-ing together Americans fromdiverse roots and traditions

• analyze the United Statesinvolvement in foreign affairsand a willingness to engage ininternational politics, examin-ing the ideas and traditionsleading to these foreign policies

• compare and contrast the val-ues exhibited and foreign poli-cies implemented by the UnitedStates and other nations overtime with those expressed inthe United Nations Charter andinternational law.

4 Social Studies

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3. Study about the major social, political, economic, cultural, and religious developments in New York State

and United States history involves learning about the important roles and contributions of individuals and

groups.

Elementary Level

Students will:

• gather and organize informa-tion about the importantaccomplishments of individualsand groups, including NativeAmerican Indians, living intheir neighborhoods and com-munities

• classify information by type ofactivity: social, political, eco-nomic, technological, scientific,cultural, or religious

• identify individuals who havehelped to strengthendemocracy in the United Statesand throughout the world.

Intermediate Level

Students will:

• complete well-documented andhistorically accurate case studiesabout individuals and groupswho represent different ethnic,national, and religious groups,including Native AmericanIndians, in New York State andthe United States at differenttimes and in different locations

• gather and organize informationabout the important achieve-ments and contributions of indi-viduals and groups living inNew York State and the UnitedStates

• describe how ordinary peopleand famous historic figures inthe local community, State, andthe United States have advancedthe fundamental democraticvalues, beliefs, and traditionsexpressed in the Declaration ofIndependence, the New YorkState and United StatesConstitutions, the Bill of Rights,and other important historicdocuments

• classify major developmentsinto categories such as social,political, economic, geographic,technological, scientific, cultural,or religious.

Commencement Level

Students will:

• compare and contrast the expe-riences of different ethnic,national, and religious groups,including Native AmericanIndians, in the United States,explaining their contributionsto American society and culture

• research and analyze the majorthemes and developments inNew York State and UnitedStates history (e.g., colonizationand settlement; Revolution andNew National Period; immigra-tion; expansion and reform era;Civil War and Reconstruction;The American labor movement;Great Depression; World Wars;contemporary United States)

• prepare essays and oral reportsabout the important social,political, economic, scientific,technological, and culturaldevelopments, issues, andevents from New York Stateand United States history

• understand the interrelation-ships between world eventsand developments in New YorkState and the United States(e.g., causes for immigration,economic opportunities, humanrights abuses, and tyranny ver-sus freedom).


STANDARD 1: Social Studies, continued SS

14. The skills of historical analysis include the ability to: explain the significance of historical evidence;

weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation;

understand the importance of changing and competing interpretations of different historical developments.

Elementary Level

Students will:

• consider different interpreta-tions of key events and/orissues in history and under-stand the differences in theseaccounts

• explore different experiences,beliefs, motives, and traditionsof people living in their neigh-borhoods, communities, andState

• view historic events throughthe eyes of those who werethere, as shown in their art,writings, music, and artifacts.

Intermediate Level

Students will:

• consider the sources of historicdocuments, narratives, or arti-facts and evaluate theirreliability

• understand how different expe-riences, beliefs, values, tradi-tions, and motives cause indi-viduals and groups to interprethistoric events and issues fromdifferent perspectives

• compare and contrast differentinterpretations of key eventsand issues in New York Stateand United States history andexplain reasons for these differ-ent accounts

• describe historic events throughthe eyes and experiences ofthose who were there. (Takenfrom National Standards forHistory for Grades K-4)

Commencement Level

Students will:

• analyze historical narrativesabout key events in New YorkState and United States historyto identify the facts and evalu-ate the authors’ perspectives

• consider different historians’analyses of the same event ordevelopment in United Stateshistory to understand how dif-ferent viewpoints and/orframes of reference influencehistorical interpretations

• evaluate the validity and credi-bility of historical interpreta-tions of important events orissues in New York State orUnited States history, revisingthese interpretations as newinformation is learned andother interpretations are devel-oped. (Adapted from NationalStandards for United StatesHistory)

6 Social Studies

SS

2STANDARD 2: World HistoryStudents will use a variety of intellectual skills to demonstrate their under-standing of major ideas, eras, themes, developments, and turning pointsin world history and examine the broad sweep of history from a variety ofperspectives.E EInteCommencement Level

Elementary Level

Students will:

• read historical narratives,myths, legends, biographies,and autobiographies to learnabout how historical figureslived, their motivations, hopes,fears, strengths, and weak-nesses

• explore narrative accounts ofimportant events from worldhistory to learn about differentaccounts of the past to begin tounderstand how interpretationsand perspectives develop

• study about different world cul-tures and civilizations focusingon their accomplishments, con-tributions, values, beliefs, andtraditions.

Intermediate Level

Students will:

• know the social and economiccharacteristics, such as customs,traditions, child-rearing prac-tices, ways of making a living,education and socializationpractices, gender roles, foods,and religious and spiritualbeliefs that distinguish differentcultures and civilizations

• know some important historicevents and developments ofpast civilizations

• interpret and analyze docu-ments and artifacts related tosignificant developments andevents in world history.

Commencement Level

Students will:

• define culture and civilization,explaining how they developedand changed over time.Investigate the variouscomponents of cultures and civi-lizations including social cus-toms, norms, values, and tradi-tions; political systems;economic systems; religions andspiritual beliefs; and socializa-tion or educational practices

• understand the developmentand connectedness of Westerncivilization and other civiliza-tions and cultures in manyareas of the world and overtime

• analyze historic events fromaround the world by examiningaccounts written from differentperspectives

• understand the broad patterns,relationships, and interactionsof cultures and civilizationsduring particular eras andacross eras

• analyze changing and compet-ing interpretations of issues,events, and developmentst h roughout world history.

1. The study of world history requires an understanding of world cultures and civilizations, including an

analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the

human condition and the connections and interactions of people across time and space and the ways dif-

ferent people view the same event or issue from a variety of perspectives.


SS


2. Establishing timeframes, exploring different periodizations, examining themes across time and within

cultures, and focusing on important turning points in world history help organize the study of world cul-

tures and civilizations.

Elementary Level

Students will:

• distinguish between past, pre-sent, and future time periods

• develop timelines that displayimportant events and eras fromworld history

• measure and understand themeaning of calendar time interms of years, decades, cen-turies, and millennia, using BCand AD as reference points

• compare important events andaccomplishments from differenttime periods in world history.

Intermediate Level

Students will:

• develop timelines by placingimportant events and develop-ments in world history in theircorrect chronological order

• measure time periods by years,decades, centuries, and millen-nia

• study about major turningpoints in world history by inves-tigating the causes and otherfactors that brought aboutchange and the results of thesechanges.

Commencement Level

Students will:

• distinguish between the past,present, and future by creatingmultiple-tier timelines that dis-play important events anddevelopments from world his-tory across time and place

• evaluate the effectiveness of dif-ferent models for the periodiza-tion of important historicevents, identifying the reasonswhy a particular sequence forthese events was chosen

• analyze evidence critically anddemonstrate an understandingof how circumstances of timeand place influence perspective

• explain the importance of ana-lyzing narratives drawn fromdifferent times and places tounderstand historical events

• investigate key events anddevelopments and majorturning points in world historyto identify the factors thatbrought about change and thelong-term effects of thesechanges.

8 Social Studies

SS


3. Study of the major social, political, cultural, and religious developments in world history involves learn-

ing about the important roles and contributions of individuals and groups.

Commencement Level

Students will:

• analyze the roles and contribu-tions of individuals and groupsto social, political, economic,cultural, and religious practicesand activities

• explain the dynamics of cul-tural change and howinteractions between andamong cultures has affectedvarious cultural groupsthroughout the world

• examine the social/cultural,political, economic, andreligious norms and values ofWestern and other world cul-tures.

Intermediate Level

Students will:

• investigate the roles and contri-butions of individuals andgroups in relation to key social,political, cultural, and religiouspractices throughout world his-tory

• interpret and analyze docu-ments and artifacts related tosignificant developments andevents in world history

• classify historic informationaccording to the type of activityor practice: social/cultural,political, economic, geographic,scientific, technological, and his-toric.

Elementary Level

Students will:

• understand the roles and con-tributions of individuals andgroups to social, political, eco-nomic, cultural, scientific, tech-nological, and religiouspractices and activities

• gather and present informationabout important developmentsfrom world history

• understand how the termssocial, political, economic, andcultural can be used to describehuman activities or practices.


SS

24. The skills of historical analysis include the ability to investigate differing and competing interpretations

of the theories of history, hypothesize about why interpretations change over time, explain the importance

of historical evidence, and understand the concepts of change and continuity over time.

STANDARD 2: Social Studies, continued

Commencement Level

Students will:

• identify historical problems,pose analytical questions orhypotheses, research analyticalquestions or test hypotheses,formulate conclusions or gener-alizations, raise new questionsor issues for further investiga-tion

• interpret and analyze docu-ments and artifacts related tosignificant developments andevents in world history

• plan and organize historicalresearch projects related toregional or global interdepen-dence

• analyze different interpretationsof important events, issues, ordevelopments in world historyby studying the social, political,and economic context in whichthey were developed; by testingthe data source for reliabilityand validity, credibility, author-ity, authenticity, andcompleteness; and by detectingbias, distortion of the facts, andpropaganda by omission, sup-pression, or invention of facts.(Taken from National Standardsfor World History)

Intermediate Level

Students will:

• explain the literal meaning of ahistorical passage or primarysource document, identifyingwho was involved, what hap-pened, where it happened, whatevents led up to these develop-ments, and what consequencesor outcomes followed (Takenfrom National Standards forWorld History)

• analyze different interpretationsof important events and themesin world history and explain thevarious frames of referenceexpressed by different historians

• view history through the eyes ofthose who witnessed key eventsand developments in world his-tory by analyzing their litera-ture, diary accounts, letters, arti-facts, art, music, architecturaldrawings, and other documents

• investigate important eventsand developments in world his-tory by posing analytical ques-tions, selecting relevant data,distinguishing fact from opin-ion, hypothesizing cause-and-effect relationships, testing thesehypotheses, and forming conclu-sions.

Elementary Level

Students will:

• consider different interpreta-tions of key events and devel-opments in world history andunderstand the differences inthese accounts

• explore the lifestyles, beliefs,traditions, rules and laws, andsocial/cultural needs andwants of people duringdifferent periods in history andin different parts of the world

• view historic events throughthe eyes of those who werethere, as shown in their art,writings, music, and artifacts.

10 Social Studies

Elementary Level Intermediate Level Commencement Level

STANDARD 3: Geography

Students will use a variety of intellectual skills to demonstrate their under-standing of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places,and environments over the Earth’s surface.

SS

3

Students will:

• study about how people live,work, and utilize naturalresources

• draw maps and diagrams thatserve as representations ofplaces, physical features, andobjects

• locate places within the localcommunity, State, and nation;locate the Earth’s continents inrelation to each other and toprincipal parallels and meridi-ans. (Adpated from NationalGeography Standards, 1994)

• identify and compare the physi-cal, human, and cultural charac-teristics of different regions andpeople (Adapted from NationalGeography Standards, 1994)

• investigate how people dependon and modify the physicalenvironment.

Students will:

• understand how to develop anduse maps and other graphicrepresentations to display geo-graphic issues, problems, andquestions

• describe the physical character-istics of the Earth’s surface andinvestigate the continualreshaping of the surface byphysical processes and humanactivities

• investigate the characteristics,distribution, and migration ofhuman populations on theEarth’s surface (Taken fromNational Geography Standards,1994)

• understand the developmentand interactions of social/cul-tural, political, economic, andreligious systems in differentregions of the world

• analyze how the forces of coop-eration and conflict among peo-ple influence the division andcontrol of the Earth’s surface(Taken from NationalGeography Standards, 1994)

• explain how technologicalchange affects people, places,and regions.

Students will:

• map information about people,places, and environments

• understand the characteristics,functions, and applications ofmaps, globes, aerial and otherphotographs, satellite-producedimages, and models (Taken fromNational Geography Standards,1994)

• investigate why people andplaces are located where theyare located and what patternscan be perceived in these loca-tions

• describe the relationshipsbetween people andenvironments and the connec-tions between people andplaces.

1. Geography can be divided into six essential elements which can be used to analyze important historic,

geographic, economic, and environmental questions and issues. These six elements include: the world in

spatial terms, places and regions, physical settings (including natural resources), human systems, envi-

ronment and society, and the use of geography. (Adapted from The National Geography Standards, 1994:

Geography for Life)



Students will:

• ask geographic questions aboutwhere places are located; whythey are located where they are;what is important about theirlocations; and how their loca-tions are related to the locationof other people and places(Adapted from NationalGeography Standards, 1994)

• gather and organize geographicinformation from a variety ofsources and display in a num-ber of ways

• analyze geographic informationby making relationships, inter-preting trends and relation-ships, and analyzinggeographic data. (Adaptedfrom National GeographyStandards, 1994)

Students will:

• formulate geographic questionsand define geographic issuesand problems

• use a number of research skills(e.g., computer databases, peri-odicals, census reports, maps,standard reference works, inter-views, surveys) to locate andgather geographical informationabout issues and problems(Adapted from NationalGeography Standards, 1994)

• present geographic informationin a variety of formats, includ-ing maps, tables, graphs, charts,diagrams, and computer-gener-ated models

• interpret geographic informa-tion by synthesizing data anddeveloping conclusions andgeneralizations about geo-graphic issues and problems.

Students will:

• plan, organize, and present geo-graphic research projects

• locate and gather geographicinformation from a variety ofprimary and secondary sources(Taken from NationalGeography Standards, 1994)

• select and design maps, graphs,tables, charts, diagrams, andother graphic representations topresent geographic information

• analyze geographic informationby developing and testing infer-ences and hypotheses, and for-mulating conclusions frommaps, photographs, computermodels, and other geographicrepresentations (Adapted fromNational Geography Standards,1994)

• develop and test generaliza-tions and conclusions and poseanalytical questions based onthe results of geographicinquiry.

2. Geography requires the development and application of the skills of asking and answering geographic

questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic informa-

tion. (Adapted from: The National Geography Standards, 1994: Geography for Life)


3

12 Social Studies

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4STANDARD 4: EconomicsStudents will use a variety of intellectual skills to demonstrate their under-standing of how the United States and other societies develop economicsystems and associated institutions to allocate scarce resources, howmajor decision-making units function in the U.S. and other nationaleconomies, and how an economy solves the scarcity problem throughmarket and nonmarket mechanisms.

1. The study of economics requires an understanding of major economic concepts and systems, the

principles of economic decision making, and the interdependence of economies and economic systems

throughout the world.


Students will:

• know some ways individualsand groups attempt to satisfytheir basic needs and wants byutilizing scarce resources

• explain how people’s wantsexceed their limited resourcesand that this condition definesscarcity

• know that scarcity requiresindividuals to make choices andthat these choices involve costs

• study about how the availabil-ity and distribution of resourcesis important to a nation’s eco-nomic growth

• understand how societies orga-nize their economies to answerthree fundamental economicquestions: What goods and ser-vices shall be produced and inwhat quantities ? How shallgoods and services be pro-duced? For whom shall goodsand services be produced?

• investigate how production,distribution, exchange, and con-sumption of goods and servicesare economic decisions withwhich all societies and nationsmust deal.

Students will:

• explain how societies andnations attempt to satisfy theirbasic needs and wants by utiliz-ing scarce capital, natural, andhuman resources

• define basic economic conceptssuch as scarcity, supply anddemand, markets, opportunitycosts, resources, productivity,economic growth, and systems

• understand how scarcityrequires people and nations tomake choices which involvecosts and future considerations

• understand how people in theUnited States and throughoutthe world are both producersand consumers of goods andservices

• investigate how people in theUnited States and throughoutthe world answer the three fun-damental economic questionsand solve basic economic prob-lems

• describe how traditional, com-mand, market, and mixedeconomies answer the three fun-damental economic questions

• explain how nations throughoutthe world have joined with oneanother to promote economicdevelopment and growth.

Students will:

• analyze the effectiveness ofvarying ways societies, nations,and regions of the worldattempt to satisfy their basicneeds and wants by utilizingscarce resources

• define and apply basic eco-nomic concepts such as scarcity,supply/demand, opportunitycosts, production, resources,money and banking, economicgrowth, markets, costs, compe-tition, and world economic sys-tems

• understand the nature ofscarcity and how nations of theworld make choices whichinvolve economic and socialcosts and benefits

• describe the ideals, principles, stru c-t u re, practices, accomplishments,and problems related to the UnitedStates economic system

• compare and contrast theUnited States economic systemwith other national economicsystems, focusing on the threefundamental economic ques-tions

• explain how economic decisionmaking has become global as aresult of an interdependentworld economy

• understand the roles in the eco-nomic system of consumers,producers, workers, investors,and voters.



Students will:

• locate economic information,using card catalogues,computer databases, indices,and library guides

• collect economic informationfrom textbooks, standard refer-ences, newspapers, periodicals,and other primary and sec-ondary sources

• make hypotheses about eco-nomic issues and problems,testing, refining, and eliminat-ing hypotheses and developingnew ones when necessary

• present economic informationby developing charts, tables,diagrams, and simple graphs.

Students will:

• identify and collect economicinformation from standard refer-ence works, newspapers, peri-odicals, computer databases,textbooks, and other primaryand secondary sources

• organize and classify economicinformation by distinguishingrelevant from irrelevant infor-mation, placing ideas in chrono-logical order, and selectingappropriate labels for data

• evaluate economic data by dif-ferentiating fact from opinionand identifying frames of refer-ence

• develop conclusions about eco-nomic issues and problems bycreating broad statements whichsummarize findings and solu-tions

• present economic informationby using media and otherappropriate visuals such astables, charts, and graphs tocommunicate ideas and conclu-sions.

Students will:

• identify, locate, and evaluateeconomic information fromstandard reference works,newspapers, periodicals,computer databases, mono-graphs, textbooks, governmentpublications, and other primaryand secondary sources

• use economic information byidentifying similarities and dif-ferences in trends; inferringrelationships between variouselements of an economy: orga-nizing and arranging informa-tion in charts, tables, andgraphs; extrapolating and mak-ing conclusions about economicquestions, issues, and problems

• apply a problem-solving modelto identify economic problemsor issues, generate hypotheses,test hypotheses, investigate andanalyze selected data, consideralternative solutions or posi-tions, and make decisions aboutthe best solution or position

• present economic informationand conclusions in different for-mats, including graphic repre-sentations, computer models,research reports, and oralpresentations.

2. Economics requires the development and application of the skills needed to make informed and well-rea-

soned economic decisions in daily and national life.

SS


14 Social Studies


Students will:

• know the meaning of key termsand concepts related to govern-ment, including democracy,power, citizenship, nation-state,and justice

• explain the probable conse-quences of the absence ofgovernment and rules

• describe the basic purposes ofgovernment and the impor-tance of civic life

• understand that social andpolitical systems are basedupon people’s beliefs

• discuss how and why the worldis divided into nations andwhat kinds of governmentsother nations have.

Students will:

• analyze how the values of anation affect the guarantee ofhuman rights and make provi-sions for human needs

• consider the nature and evolu-tion of constitutional democra-cies

• explore the rights of citizens inother parts of the hemisphereand determine how they aresimilar to and different from therights of American citizens

• analyze the sources of a nation’svalues as embodied in its consti-tution, statutes, and importantcourt cases.

Students will:

• analyze how the values of anation and international organi-zations affect the guarantee ofhuman rights and make provi-sions for human needs

• consider the nature and evolu-tion of constitutional democra-cies throughout the world

• compare various political sys-tems with that of the UnitedStates in terms of ideology,structure, function, institutions,decision-making processes, citi-zenship roles, and political cul-ture

• identify and analyze advan-tages and disadvantages of var-ious governmental systems.

1. The study of civics, citizenship, and government involves learning about political systems; the purposes

of government and civic life; and the differing assumptions held by people across time and place regarding

power, authority, governance, and law. (Adapted from The National Standards for Civics and Government,

1994)

SS

5STANDARD 5: Civics, Citizenship, and

GovernmentStudents will use a variety of intellectual skills to demonstrate their under-standing of the necessity for establishing governments; the governmentalsystem of the U.S. and other nations; the U.S. Constitution; the basic civicvalues of American constitutional democracy; and the roles, rights, andresponsibilities of citizenship, including avenues of participation.


SS

5


Students will:

• explain how the Constitutionsof New York State and theUnited States and the Bill ofRights are the basis for democ-ratic values in the United States

• understand the basic civil val-ues that are the foundation ofAmerican constitutionaldemocracy

• know what the United StatesConstitution is and why it isimportant. (Adapted from TheNational Standards for Civicsand Government, 1994)

• understand that the UnitedStates Constitution and theConstitution of the State ofNew York are written plans fororganizing the functions of gov-ernment

• understand the structure ofNew York State and local gov-ernments, including executive,legislative, and judicialbranches

• identify their legislative andexecutive representatives at thelocal, state, and national gov-ernments. (Adapted from TheNational Standards for Civicsand Government, 1994)

Students will:

• understand how civic valuesreflected in United States andNew York State Constitutionshave been implemented throughlaws and practices

• understand that the New YorkState Constitution, along with anumber of other documents,served as a model for the devel-opment of the United StatesConstitution

• compare and contrast the devel-opment and evolution of theconstitutions of the UnitedStates and New York State

• define federalism and describethe powers granted the thenational and state governmentsby the United StatesConstitution

• value the principles, ideals, andcore values of the Americandemocratic system based uponthe premises of human dignity,liberty, justice, and equality

• understand how the UnitedStates and New York StateConstitutions support majorityrule but also protect the rights ofthe minority.

Students will:

• trace the evolution of Americanvalues, beliefs, and institutions

• analyze the disparities betweencivic values expressed in theUnited States Constitution andthe United Nation UniversalDeclaration of Human Rightsand the realities as evidenced inthe political, social, and eco-nomic life in the United Statesand throughout the world

• identify, respect, and modelthose core civic values inherentin our founding documents thathave been forces for unity inAmerican society

• compare and contrast theConstitutions of the UnitedStates and New York State

• understand the dynamic rela-tionship between federalismand state’s rights.

2. The state and federal governments established by the Constitutions of the United States and the State of

New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, major-

ity rule with respect for minority rights, and respect for self, others, and property), principles, and practices

and establish a system of shared and limited government. (Adapted from The National Standards for Civics

and Government, 1994)

STANDARD 5: Social Studies, continued

16 Social Studies

STANDARD 5: Social Studies, continuedSS

5


Students will:

• understand that citizenshipincludes an awareness of theholidays, celebrations, andsymbols of our nation

• examine what it means to be agood citizen in the classroom,school, home, and community

• identify and describe the rulesand responsibilities studentshave at home, in the classroom,and at school

• examine the basic principles ofthe Declaration ofIndependence and theConstitutions of the UnitedStates and New York State

• understand that effective,informed citizenship is a dutyof each citizen, demonstratedby jury service, voting, andcommunity service

• identify basic rights that stu-dents have and those that theywill acquire as they age.

Students will:

• explain what citizenship meansin a democratic society, how citi-zenship is defined in theConstitution and other laws ofthe land, and how the definitionof citizenship has changed in theUnited States and New YorkState over time

• understand that the Americanlegal and political systems guar-antee and protect the rights ofcitizens and assume that citizenswill hold and exercise certaincivic values and fulfill certaincivic responsibilities

• discuss the role of an informedcitizen in today’s changingworld

• explain how Americans are citi-zens of their states and of theUnited States.

Students will:

• understand how citizenshipincludes the exercise of certainpersonal responsibilities,including voting, consideringthe rights and interests of oth-ers, behaving in a civil manner,and accepting responsibility forthe consequences of one’sactions (Adapted from TheNational Standards for Civicsand Government, 1994)

• analyze issues at the local, state,and national levels and pre-scribe responses that promotethe public interest or generalwelfare, such as planning andcarrying out a voter registrationcampaign

• describe how citizenship isdefined by the Constitution andimportant laws

• explore how citizens influencepublic policy in a representativedemocracy.

3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitu-

tional democracy and the scope of a citizen’s rights and responsibilities.



5

Students will:

• respect the rights of others indiscussions and classroomdebates regardless of whether ornot one agrees with their view-point

• explain the role that civilityplays in promoting effective citi-zenship in preserving democracy

• participate in negotiation andcompromise to resolve class-room, school, and communitydisagreements and problems.

Students will:

• participate as informed citizensin the political justice systemand processes of the UnitedStates, including voting

• evaluate, take, and defend posi-tions on what the fundamentalvalues and principles ofAmerican political life are andtheir importance to the mainte-nance of constitutional democ-racy (Adapted from TheNational Standards for Civicsand Government, 1994)

• take, defend, and evaluate posi-tions about attitudes that facili-tate thoughtful and effectiveparticipation in public affairs

• consider the need to respect therights of others, to respect oth-ers’ points of view (Adaptedf rom The National Standards forCivics and Government, 1996)

• participate in school/class-room/community activities thatfocus on an issue or pro b l e m

• prepare a plan of action thatdefines an issue or problem,suggests alternative solutionsor courses of action, evaluatesthe consequences for each alter-native solution or course ofaction, prioritizes the solutionsbased on established criteria,and proposes an action plan toaddress the issue or to resolvethe problem

• explain how democratic princi-ples have been used inresolving an issue or problem.


Students will:

• show a willingness to considerother points of view beforedrawing conclusions or makingjudgments

• participate in activities thatfocus on a classroom, school, orcommunity issue or problem

• suggest alternative solutions orcourses of action to hypotheti-cal or historic problems

• evaluate the consequences foreach alternative solution orcourse of action

• prioritize the solutions basedon established criteria

• propose an action plan toaddress the issue of how tosolve the problem.

4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer

analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate

rational conclusions, and develop and refine participatory skills.

18 Social Studies

R E A C T I O N F O R M__________________________________

Your response to this questionnaire will assist the Education Department in preparing the revised Social StudiesResource Guide. Thank you for taking the time to send us your comments. Please feel free to duplicate this form forother individuals.

Demographic Information: I am a(an):

■ Teacher (Grade________) ■ Parent

■ Administrator: ● Principal ● Assistant Principal ● Curriculum Specialist

■ Other________________________________________________________

*********************************************************************

1. How did you hear about the The Social Studies Curriculum Resource Guide?

■ colleague ■ administrator

■ teleconference ■ workshop

■ electronic notice ■ BOCES/CSD

■ other

2. What specifically is most helpful about:

Part I? _____________________________________________________________________________________

Part II? _____________________________________________________________________________________

Part III? ____________________________________________________________________________________

3. What other materials would you like to see in the guide?

____________________________________________________________________________________________

4. What changes would you suggest to make the document more user-friendly?

____________________________________________________________________________________________

____________________________________________________________________________________________

The Social Studies Resource GuideNew York State Education DepartmentOffice of Curriculum and Instruction681 EBAAlbany, New York 12234

5. Overall, to what extent do you feel the information in this guide will influence teaching and learning in yourclassroom?

5 4 3 2 1_________________________________________________________________________To a Great Extent Not at All

6. Overall, to what extent do you feel the guide illuminates the Learning Standards for Social Studies?

5 4 3 2 1_________________________________________________________________________To a Great Extent Not at All

Additional Comments:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Please return this form by Febuary 2, 1998 to the following address:

The Social Studies Resource GuideNew York State Education DepartmentOffice of Curriculum and Instruction681 EBAAlbany, New York 12234

resource guide - nysed · • prepare essays and oral reports about the important social,...

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