"It is most productive to
concentrate on how we can best use resources to
achieve higher order results across an array of
content areas. Educators will need imagination
to blend traditional academic perspectives with
the exponentially expanding sources of
information and talent available to themselves
and their students. The challenge to the
educational community, therefore, is to think
outside the educational box within which most of
us have been schooled."
In 1996, New Jersey's Core Curriculum
Content Standards for Social Studies
emphasize:
"Citizen participation in government is
essential in forming this nation's democracy,
and is vital in sustaining it. Social studies
education promotes loyalty and love of country
and it prepares students to participate
intelligently in public affairs. Its component
disciplines foster in students the knowledge and
skills needed to make sense of current political
and social issues. By studying history,
geography, American government and politics and
other nations, students can learn to contribute
to national, state and local decision-making.
They will also develop an understanding of the
American constitutional system, an active
awareness and commitment to the rights and
responsibilities of citizenship, a tolerance for
those with whom they disagree, and an
understanding of the world beyond the borders of
the United States."
The 1990 New Jersey Supreme Court reinforced
the definition of the National Council for the
Social Studies: "Social studies are the
integrated study of social sciences and
humanities to promote civic competence." (NCSS
Curriculum Standards for Social Studies,
1994).
The New Jersey Core Curriculum Content
Standards for Social Studies focus on defining
the knowledge and skills students need to "make
informed and reasoned choices for the public
good as citizens of a culturally diverse,
democratic society in an interdependent world."
(NCSS, 1994) The social studies curriculum
must work to reinforce our nation's most
important ideals, including the dignity and
equality of all individuals and the notion of
the common good. "Some values are so central to
our way of life and our view of the common good
that we need to develop students' commitment to
them through systematic social studies
experiences. . .These include rights, freedoms
and responsibilities of the individual, and
beliefs concerning social conditions and
government responsibilities." (NCSS, 1994) And,
at a fundamental level, the Social Studies
curriculum fosters the bedrock value of
patriotism and the overarching quest to nurture
a good person.
The New Jersey Core Curriculum Content
Standards for Social Studies are designed to
prepare students for their future role as
intelligent and active citizens in our
democratic society.
The Social Studies Standards are grouped for
study and inquiry in the following manner:
- Standards 6.1 and 6.2: educating students
for democratic citizenship
- Standards 6.3 through 6.6: educating
students for historical understanding
- Standards 6.7 through 6.9: educating
students for geographical understanding
6.1 All students will learn democratic
citizenship and how to participate in the
constitutional system of government of the
United States.
6.2 All students will learn democratic
citizenship through the humanities, by studying
literature, art, history and philosophy, and
related fields.
6.3 All students will acquire historical
understanding of political and diplomatic ideas,
forces, and institutions throughout the history
of New Jersey, the United States, and the
world.
6.4 All students will acquire historical
understanding of societal ideas and forces
throughout the history of New Jersey, the United
States, and the world.
6.5 All students will acquire historical
understanding of varying cultures throughout the
history of New Jersey, the United States, and
the world.
6.6 All students will acquire historical
understanding of economic forces, ideas, and
institutions throughout the history of New
Jersey, the United States, and the world.
6.7 All students will acquire geographical
understanding by studying the world in spatial
terms.
6.8 All students will acquire geographical
understanding by studying human systems in
geography.
6.9 All students will acquire geographical
understanding by studying the environment and
society.
Social
Studies Standards and Progress
Indicators
THE RESOURCES ON THIS WEB SITE SUPPORT
STANDARD 6.1: ALL STUDENTS WILL LEARN DEMOCRATIC
CITIZENSHIP AND HOW TO PARTICIPATE IN THE
CONSTITUTIONAL SYSTEM OF GOVERNMENT OF THE
UNITED STATES, as well as portions of standards
6.2 and 6.4.
Descriptive Statement: Social studies must
promote civic and democratic principles so that
students become informed and active citizens.
Before students can make informed decisions,
they must have a knowledge of the United States
Constitution and the constitutional system of
the United States Government. Students should
participate actively in constructive public
action, including registering to vote, and
should seek ways to contribute based on the
rights and privileges afforded all citizens.
CUMULATIVE
PROGRESS INDICATORS:
By the end of Grade 4, students:
1. Identify key principles embodied in the
United States Constitution, and discuss their
application in specific situations.
2. Identify examples of the rights and
responsibilities of citizens.
3. Assess information about a public
issue.
4. Give examples of the impact of government
policy on their lives.
5. Identify key documents which represent
democratic principles and beliefs, such as the
Declaration of Independence, the United States
Constitution, the Bill of Rights, the New Jersey
Constitution, and the Pledge of Allegiance.
6. Identify symbols of American principles
and beliefs, such as the flag and the
blindfolded Statue of Justice.
Building upon knowledge and skills gained
in the preceding grades, by the end of Grade 8,
students:
7. Examine the origins and continuing
application of key principles embodied in the
United States Constitution.
8. Identify and interpret the balance between
the rights and the responsibilities of
citizens.
9. Locate, access, analyze, organize, and
apply information about public issues,
recognizing and explaining multiple points of
view.
10. Analyze the functions of the executive,
judicial, and legislative branches of
government.
11. Apply knowledge of governmental structure
and process to school, town, and community
life.
Building upon knowledge and skills gained
in the preceding grades, by the end of Grade 12,
students:
12. Explain the origins and interpret the
continuing influence of key principles embodied
in the United States Constitution.
13. Analyze the balance between the rights
and responsibilities of citizens, and apply the
analysis to understanding issues facing society
in New Jersey and the United States.
14. Locate, access, analyze, organize, and
apply information about public issues in order
to evaluate the validity of different points of
view.
15. Analyze the roles of the individual and
the government in promoting the general welfare
of the community under our Constitution.
16. Analyze the functioning of government
processes, such as elections, in school, town,
or community projects.
