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Social Studies - World Civilizations
Core Curriculum for Social Studies
Last updated: 2002
PHILOSOPHY The primary purpose of social studies in Utah is to develop in young people understanding and appreciation of the social sciences in order to help them make informed and reasoned decisions for the public good. As citizens of a democratic society in a culturally diverse and interdependent world, young people need to be able to examine complex issues. Students are expected to become active, responsible, concerned, and knowledgeable citizens.
BASIC COMPONENTS To achieve this purpose, the social studies program in the State of Utah requires the acquisition of:
SOCIAL SCIENCE KNOWLEDGE BASE The knowledge base for the social studies is a coordinated and systematic study of anthropology, economics, geography, history, political science, psychology, and sociology. The social studies also include, but are not limited to, participatory citizenship and studies in character education, global and multicultural studies, law-related education, career education and free enterprise education. The social studies also seek to integrate content from language arts, foreign languages, philosophy, mathematics, the humanities, technology, and the natural and physical sciences.
SOCIAL SCIENCE PROCESS SKILLS The process skills necessary in social studies include creative/productive thinking, problem solving, critical thinking, inquiry, conflict resolution, metacognition, research and presentation, and cooperation and participation--from the point of view of social scientists.
ATTITUDES AND ATTRIBUTES The attitudes and attributes to be developed through social studies education emphasize respect of self and other individuals, commonality, diversity, democratic principles, and local and global community participation.
ESTABLISHING ROLES AND RESPONSIBILITIES Students have the prime responsibility for their own educational success. Social studies learning requires the combined efforts of students, parents, teachers, and administrators. Teachers are the guides who provide direction for learning in the class setting. The role of administrators is to promote an environment where the best learning and teaching can take place. Parents are encouraged to supplement classroom learning.
Students have responsibility for their own learning. In order to use the social studies to understand and participate responsibly in their world students will:
Teachers have a responsibility to create an environment which is conducive to learning for all students. Teachers will:
Administrators have a responsibility to promote an environment which is conducive to learning. Administrators will strive to:
Parents have a responsibility to create an environment in the home which is conducive to learning. Parents, as partners in the learning process, are encouraged to:
The chart below provides an overview of the Standards and Objectives which are used as a framework for all social studies subjects and grade levels. Geography For Life, is organized around five themes and six elements of geography in grades K-12. All courses will involve some degree of study in each of the social studies fields during the course of a school year. The emphasis will be driven by the title and course description for each class.
In the course listings which follow, readers will find in detail these standards and objectives with minor variances, along with suggested examples demonstrating ways in which each concept may be taught (see the introductory page, How to Read the Utah State Social Studies Core).
100 Process Skills
Students will demonstrate through individual and group processes a variety of creative, critical, causal, interpretive, and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving.
Students will demonstrate a comprehensive geographical view of the human and physical worlds and why they influence and relate to the environment, societies, and to global interconnectedness and interdependence.
Students will demonstrate why and how ideas, attitudes, events, persons, movements, and documents have influenced humanity.
400 Political Science
Students will demonstrate why people in different societies create and adopt systems of government, and how each addresses human needs, rights, and citizen responsibilities.
500 Culture (Anthropology, Sociology, Psychology)
Students will demonstrate why and how commonalties and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures.
Students will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services.
700 Life Skills
Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote the personal and public good.
PROCESS SKILLS Process skills are as important a part of student education as content. They must be constantly taught, practiced, and applied in order for students to function effectively in an increasingly complex world. The process skills listed below are important in social studies education.
COMMUNICATING Interpreting, analyzing, and responding to information, people, and situations as writers, readers, speakers, listeners, and participants
CREATIVE/PRODUCTIVE THINKING Using fluency, elaboration, webbing, flexibility, brainstorming, details of "piggybacking"; encouraging originality; elaborating details of figurative and semantic expression; encouraging intuitive and affective responses
PROBLEM SOLVING Identifying problems; planning; developing alternatives; deciding; forecasting/predicting; creating solutions; promoting acceptance
CRITICAL THINKING Identifying cause and effect; comparing and contrasting; inferring; differentiating between fact and opinion, reality and fantasy; understanding persuasive techniques and propaganda; generalizing; clarifying; recognizing exaggeration and probability
INQUIRY Questioning; identifying problems; comparing relationships; interpreting; hypothesizing; drawing conclusions
CONFLICT RESOLUTION Identifying goals and multiple points of view; respecting differences; developing options; sharing ownership; creating and monitoring an agreement; negotiating, mediating, or resolving disputes
METACOGNITION Reflecting on personal thinking; evaluating cognitive and problem- solving strategies; developing study and test-taking strategies; learning mnemonic (memorization) strategies
RESEARCH AND PRESENTATION Collecting; observing; interviewing; synthesizing; evaluating; summarizing; utilizing primary and secondary sources; organizing, interpreting, graphing, charting, mapping, reporting, presenting information utilizing technology as appropriate
COOPERATION AND SOCIAL PARTICIPATION Caring; serving; participating; socializing; developing leadership; valuing and respecting self and others; valuing similarities and differences in self and others; respecting property and the rights of others; showing a humane respect for all living things; respecting the rule of law
The Utah State Social Studies Core is divided by subject area, and by courses which are required for graduation and those which are elective. Each course is then described by a series of numbers, titles, and prerequisites.
A course description is provided which outlines in general terms the scope and sequence of the course, as well as areas of focus within the subject matter. Both scope and sequence are outlined in the description.
Each course is divided into seven standards, which are identical for all courses, grades seven through twelve. The standards outline the broad themes and focuses which are to be addressed in the course. Following each standard are a series of objectives taken from the points of the standard. Teachers are to design their courses around these guidelines, and are free to add additional concepts as time and expertise permit.
Standards create a broad framework for developing concepts in the course.
Objectives are built from concepts and themes found in the standard.
Examples are a new tie to the state Core. They are designed only as suggested ways in which the objective could be met. It is not intended that each example will be required as a lesson concept.
This information creates continuity of instruction for all grade levels.
http://www.uen.org - in partnership with Utah State Board of Education
(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE Specialist -
and see the Social Studies website. For
general questions about Utah's Core Standards contact the Director
- DIANA SUDDRETH .
|These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.|