State of Michigan Social Studies Standards.
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OVERVIEW OF SOCIAL STUDIES
CONTENT STRANDS
The social studies curriculum should be designed so that students meet 25 standards that are indicators of responsible citizenship. These standards, expressed as attributes we envision for our graduates, are the intended results of students' experience with the curriculum. Students make continuous progress toward meeting the standards at each level of schooling. All of the standards are pursued at every grade level of the curriculum from kindergarten to graduation. Although the standards refer to areas of knowledge and skill that no one ever masters completely in a total sense, benchmarks are established for each to designate clearly what students are expected to know and be able to do by the end of the primary grades, the upper elementary grades,
Strand I. Historical Perspective
Students use knowledge of the past to construct meaningful understanding of our diverse cultural heritage and to inform their civic judgments.
A rich historical perspective begins with knowledge of significant events, ideas, and actors from the past. That knowledge encompasses both our commonalities and our diversity exemplified by race, ethnicity, social and economic status, gender, region, politics, and religion. Meaningful understanding of the past involves the integration of historical knowledge and thinking skills. Neither historical knowledge nor thinking develops independently of the other. If our decisions in contemporary life are to be guided by knowledge of the past, we must learn to engage in historical reasoning, to think through cause-effect relationships, to reach sound historical interpretations, and to conduct historical inquiries. Over time and in varying contexts, students develop an increasingly sophisticated historical perspective by drawing upon the following fields of historical thinking:
Standard I.I TIME AND CHRONOLOGY
All students will sequence chronologically the following eras of American History and key events within these eras in order to examine relationships and to explain cause and effect: The Meeting of Three Worlds (beginnings to 1620); Colonization and Settlement (1585-1763); Revolution and the New Nation (1754-1815); Expansion and Reform (1801-1861); and Civil War and Reconstruction (1850-1877); The Development of the Industrial United States (1870-1900); The Emergence of Modern America (1890-1930); The Great Depression and World War II (1929-1945); Post War United States (1945-1970); and Contemporary United States (1968-present).
Chronological thinking is at the very heart of historical reasoning. Without a clear sense of historical time we are bound to see events as one great tangled mess. Events must be sequenced in time in order to examine relationships among them or to explain cause and effect.
Standard I.2 COMPREHENDING THE PAST
All students will understand narratives about major eras of American and world history by identifying the people involved, describing the setting, and sequencing the events.
Reading accounts of human events with understanding requires recognition of chronological sequence--the beginning, middle, and end of a story. Comprehension also requires identification of the characters involved, the situation or setting in which the narrative takes place, and the sequence of events through which the story unfolds, including the initiating event(s) and the results.
Standard I.3 ANALYZING AND INTERPRETING THE PAST
All students will reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence. History is not a succession of facts marching to a settled conclusion. Written history is a human construction and conclusions about the past are tentative and arguable. Documents, eyewitness accounts, letters, diaries, artifacts, photos, historical sites, and other fragments of the past are subject to analysis and interpretation. Credible reconstruction of the past draws upon a variety of records and compares interpretations that reveal more than one perspective on events. One can engage in "doing history" by assessing historical narratives written by others or by creating a narrative from evidence that has been compiled, analyzed, and interpreted.
Standard I.4 JUDGING DECISIONS FROM THE PAST
All students will evaluate key decisions made at critical turning points in history by assessing their implications and long-term consequences.
At critical turning points in history, we sometimes encounter key decisions that were made at the time. By entering personally into such moments, we can confront important issues of an era. When revisiting these issues, we can analyze the interests and values held by those caught up in the situation, consider alternative choices and their consequences, assess the ethical implications of possible decisions, and evaluate the decision made in light of its long-term consequences revealed in the historical record.
Strand II. Geographic Perspective Top
Students will use knowledge of spatial patterns on earth to understand processes that shape human environments and to make decisions about society.
Knowledge of geography enables us to analyze both the physical features and the cultural aspects of our world. By helping us understand relationships within and between places, a geographic perspective brings an understanding of interdependence within local, national, and global communities. Over time and in varying contexts, students construct an increasingly sophisticated geographic perspective organized by the following themes:
Standard II.I "Diversity of People, Places, and Cultures"
All students will describe, compare, and explain the locations and characteristics of places, cultures, and settlements.
The mosaic of people, places, and cultures expresses the rich variety of the earth. Natural and human characteristics meld to form expressions of cultural uniqueness, as well as similarities among peoples. Culture is the way of life of a group of people including language, religion, traditions, family structure, institutions, and economic activities.
Standard II.2 HUMAN/ENVIRONMENT INTERACTION
All students will describe, compare, and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact, and the interrelationships among them.
Understanding human/environment interaction enables one to consider how people rely on the environment, how they alter it, how it may limit what they are able to do, and the consequences of actions for both people and the natural environment.
Standard II.3 LOCATION, MOVEMENT AND CONNECTIONS
All students will describe, compare, and explain the locations and characteristics of economic activities, trade, political activities, migration, information flow, and the interrelationships among them.
Locations are connected by different transportation and communication networks that channel the movement of people, goods, and information. Location of places along the networks is important in analyzing why some places are different in size and complexity from other places, what connections have developed, why movement occurs, and the consequences of different types of movement.
Standard II.4 "Regions, Patterns, and Processes"
All students will describe and compare characteristics of ecosystems, states, regions, countries, major world regions, and patterns and explain the processes that created them.
The world can be viewed systematically or regionally. Climatic, economic, political, and cultural patterns are created by processes such as climatic systems, communication networks, international trade, political systems, and population changes. A region is an area with unifying characteristics. By defining regions, we are able to divide the world into parts in order to study their uniqueness and relationships.
Standard II.5 GLOBAL ISSUES AND EVENTS
All students will describe and explain the causes, consequences, and geographic context of major global issues and events.
Places are interconnected by global processes. Throughout the world, people are increasingly linked by physical and human systems. Interdependence can be understood through the study of events that have significance beyond regional or national boundaries.
Strand III. Civic Perspective Top
Students will use knowledge of American government and politics to make informed decisions about governing their communities.
Knowledge of government enables individuals to define the roles of citizens within a constitutional democracy and to compare the American system of government with other systems. Civic knowledge builds understanding about the exercise of power. With knowledge of government and politics, citizens are equipped to evaluate domestic and international policy and to exert influence in public affairs. Over time and in varying contexts, students construct an increasingly sophisticated civic perspective organized by the following themes:
Standard III.I PURPOSES OF GOVERNMENT
All students will identify the purposes of national, state, and local governments in the United States, describe how citizens organize government to accomplish their purposes and assess their effectiveness.
All societies establish governments to serve intended purposes. The purposes served by a government and the priorities set have significant consequences for the individual and society. In order to accomplish their purposes, governments organize themselves in different ways.
Standard III.2 IDEALS OF AMERICAN DEMOCRACY
All students will explain the meaning and origin of the ideas, including the core democratic values expressed in the Declaration of Independence, the Constitution, and other foundational documents of the United States.
American constitutional democracy is founded on a core set of values expressed in the nation's foundational documents. A shared commitment to these values bonds Americans with a common identity and provides social cohesion. Political and legal processes are created to clarify the meaning of values in the American creed and to resolve conflicts among those values.
Standard III.3 DEMOCRACY IN ACTION
All students will describe the political and legal processes created to make decisions, seek consensus, and resolve conflicts in a free society.
In a free society, there are inevitable conflicts that arise from the clash of various interests, perceptions, and beliefs. Responsible citizens learn to confront these conflicts and to work toward resolving them within the boundaries of democratic procedures.
Standard III.4 AMERICAN GOVERNMENT AND POLITICS
All students will explain how American governmental institutions at the local, state, and federal levels provide for the limitation and sharing of power and how the nation's political system provides for the exercise of power.
The American system of government is based on shared power. Citizens who operate effectively within the federal system understand its institutions and how to work within them.
Standard III.5 AMERICAN GOVERNMENT AND WORLD AFFAIRS
All students will understand how the world is organized politically, the formation of American foreign policy, and the roles the United States plays in the international arena.
The United States is part of an interconnected world which requires citizens to understand how the world is organized politically, the process by which foreign policy is formulated, and the roles that our nation plays in the international arena.
Strand IV. Economic Perspective Top
Students will use knowledge of the production, distribution, and consumption of goods and services to make personal and societal decisions about the use of scarce resources.
Knowledge of economics enables us to understand and consider potential implications of the basic scarcity problem faced by all societies: unlimited wants in pursuit of limited resources. This problem requires economic decisions on matters ranging from personal finance to international trade. Each decision involves both short- and long-term benefits as well as costs. When we act upon our choice, the loss of the next best alternative is our opportunity cost. Individuals, households, businesses, and governments all face choices in attempting to satisfy unlimited wants from scarce resources. Successful economic decisions require a thorough examination of alternative choices and the anticipation of both intended and unintended consequences.
Standard IV.I INDIVIDUAL AND HOUSEHOLD CHOICE
All students will describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use, and disposal of goods and services, and affect the economic well-being of individuals and society.
The quality of individual decision-making is crucial to the effective operation of the economic system and to the personal well-being of its members. Consumer decisions regarding the purchase, use, and disposal of goods and services are shaped by economic forces. As workers, consumers, savers, and investors, individuals confront scarcity and the opportunity costs (loss of the next best alternative) of their choices.
Standard IV.2 BUSINESS CHOICES
All students will explain and demonstrate how businesses confront scarcity and choice when organizing, producing, and using resources, and when supplying the marketplace.
Businesses confront both scarcity and opportunity costs. They make decisions in organizing production, using resources, and supplying the marketplace that have individual and societal consequences. Their choices are affected by the incentives they face and the conditions in which they operate.
Standard IV.3 ROLE OF GOVERNMENT
All students will describe how government decisions on taxation, spending, public goods, and regulation impact what is produced, how it is produced, and who receives the benefits of production.
Government decisions on taxation, spending, public goods, and regulation all impact what is produced, how it is produced, and who receives the benefits of production. Governments also make efforts to resolve economic disputes and problems.
Standard IV.4 ECONOMIC SYSTEMS
All students will explain how a free market economic system works, as well as other economic systems, to coordinate and facilitate the exchange, production, distribution, and consumption of goods and services.
Individuals, businesses, and governments construct systems for producing, distributing, and consuming goods and services. These systems coordinate economic decisions, facilitate exchange, and encourage specialization in the marketplace. They are constantly evolving as we continue to confront scarcity.
Standard IV.5 TRADE
All students will describe how trade generates economic development and interdependence and analyze the resulting challenges and benefits for individuals, producers, and government.
The voluntary exchange of goods, services, and payments between individuals, regions, and nations is the basis for economic development. The resulting interdependence creates both benefits and challenges for individuals, producers, and governments.
Strand V. Inquiry Top
Students will use methods of social science investigation to answer questions about society.
Inquiry, an essential component of effective decision-making, is the process of investigating problems of significance to society. Some problems can be sufficiently examined through the lens of a single discipline. Other problems, by their very nature, encompass more than one discipline. If citizens are to make sound decisions in efforts to solve social problems, they must learn how to pursue data, think critically, and communicate their findings effectively. Over time and in varying contexts, students will improve their ability to use the following procedures:
Standard V.I INFORMATIONAL PROCESSING
All students will acquire information from books, maps, newspapers, data sets, and other sources, organize and present the information in maps, graphs, charts, and time lines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information.
The ability to acquire information from books, maps, newspapers, data sets, and other sources, skill in organizing and presenting information in maps, graphs, charts, time lines, and the ability to interpret the meaning and significance of data all continue to be vital skills. In addition, technology has become a critical part of the information age. Students must have experiences in using computers, media, and telecommunication technology to access and process information.
Standard V.2 CONDUCTING INVESTIGATIONS
All students will conduct investigations by formulating a clear statement of a question, gathering and organizing information from a variety of sources, analyzing and interpreting information, formulating and testing hypotheses, reporting results both orally and in writing, and making use of appropriate technology.
Social science investigations usually begin with the clear statement of a question meaningful to the investigator. Gathering and organizing information from a variety of sources, interpreting and analyzing information, formulating and testing of hypotheses, and reporting of results are subsequent steps of the inquiry process. Computers and other electronic technology may be used to access and manage information during an investigation and to report results. Investigations can be carried out by individuals or groups.
Strand VI. Public Discourse and Decision Making
Students will analyze public issues and construct and express thoughtful positions on these issues.
Public issues are unresolved questions of policy that require resolution if people are to govern themselves coherently. They arise in all communities where members make decisions collectively. In order to foster informed consent of the governed, the social studies curriculum engages students in efforts to deliberate local, national, and international public policy issues of enduring importance. Over time and in varying contexts, students improve their ability to produce the following kinds of discourse:
Standard VI.I IDENTIFYING AND ANALYZING ISSUES
All students will state an issue clearly as a question of public policy, trace the origins of the issue, analyze various perspectives people bring to the issue, and evaluate possible ways to resolve the issue.
Whether a public issue is local or global in scope, the process of resolution begins by stating the issue clearly as a question of policy. The origins of the issue are then traced: How did it become a matter of disagreement or dispute? In tracing the origins of the issue, various perspectives that people bring to it are acknowledged. Analysis then moves to identifying subordinate ethical, factual, and definitional issues that must be settled in order to resolve the policy issue.
Standard VI.2 GROUP DISCUSSION
All students will engage their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions.
In a democratic society, citizens engage one another in face-to-face conversation about matters of public concern stemming from significant past and current events. Through such public talk they clarify issues and work to resolve them by carefully considering opposing views, applying democratic values, and anticipating consequences.
Standard VI.3 PERSUASIVE WRITING
All students will compose coherent written essays that express a position on a public issue and justify the position with reasoned arguments.
Coherently composing thoughts about civic issues requires clarification and refinement of thinking. To be persuasive, writing must reflect consideration of alternative perspectives on an issue and express a decision justified with reasoned arguments.
Strand VII. "Citizen Involvement"
Students will act constructively to further the public good.
To sustain a democratic society, we must produce citizens who are actively involved in public affairs and who regulate their own conduct virtuously. The social studies curriculum prepares students to participate in political activities, to serve their communities, and to regulate themselves responsibly. Over time and in varying contexts, students will demonstrate the following:
Standard VII.I RESPONSIBLE PERSONAL CONDUCT
All students will consider the effects of an individual's actions on other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way as a member of society.