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Civic-Learning Compendium for the California History-Social Science Framework

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Civic-Learning Compendium for the California History-Social Science Framework Civic-Learning Compendium for the California History-Social Science Framework Page 1 of 108 Civic-Learning Compendium for the California History-Social Science Framework Page 2 of 108 Civic-Learning Compendium for the California History-Social Science Framework Civic-Learning Compendium for the California History-Social Science Framework Principal Writers Marshall Croddy Keri Doggett Damon Huss Constitutional Rights Foundation Contributing Writer Michelle Herczog, Ed.D. Los Angeles County Office of Education Endorsed by the California Council for the Social Studies The development of this resource was supported by a grant from the Los Angeles County Office of Education, administered by the Sacramento Office of Education, and by the California County Superintendent of Schools Educational Services Association Page 3 of 108 Civic-Learning Compendium for the California History-Social Science Framework Civic-Learning Compendium for the California History-Social Science Framework Table of Contents Introduction ............................................................................................................................................................................................................................ 5 Social Studies and Civic Learning ................................................................................................................................................................................................................ 6 How to Use This Compendium ..................................................................................................................................................................................................................... 8 Grades K-5 .......................................................................................................................................................................................................................................................... 9 Instructional Practice for Kindergarten through Grade Five .......................................................................................................................................................... 9 Kindergarten – Learning and Working Now and Long Ago .......................................................................................................................................................... 10 Grade One – A Child’s Place in Time and Space ................................................................................................................................................................................. 14 Grade Two – People Who Make a Difference ...................................................................................................................................................................................... 16 Grade Three – Continuity and Change ................................................................................................................................................................................................... 18 Grade Four – California: A Changing State ........................................................................................................................................................................................... 22 Grade Five – United States History and Geography: Making a New Nation .......................................................................................................................... 25 Civic Learning Resources for Grades K-5.............................................................................................................................................................................................. 27 Grades 6-8 .............................................................................................................................................................................................................................. 30 Instructional Practice for Grades Six through Eight ........................................................................................................................................................................ 31 Grade Six – World History and Geography: Ancient Civilizations ............................................................................................................................................. 32 Grade Seven – World History and Geography: Medieval and Early Modern Times .......................................................................................................... 38 Grade Eight – United States History and Geography: Growth and Conflict ........................................................................................................................... 43 Civic Learning Resources for Grades 6-8 .............................................................................................................................................................................................. 51 Grades 9-12 ........................................................................................................................................................................................................................... 56 Instructional Practice for Grades Nine through Twelve ................................................................................................................................................................ 57 Grade Nine – Elective Courses in History–Social Science .............................................................................................................................................................. 58 Grade Ten – World History, Culture, and Geography: The Modern World ............................................................................................................................ 59 Grade Eleven – United States History and Geography: Continuity and Change in Modern United States History ............................................... 69 Grade Twelve – Principles of American Democracy (One Semester) ...................................................................................................................................... 77 Civic Learning Resources for Grades 9-12 ........................................................................................................................................................................................... 90 Appendix D: Educating for Democracy: Civic Education in the History–Social Science Curriculum .......................................................................... 96 Appendix E: Religion and History–Social Science Education .................................................................................................................................................... 101 Appendix H: Practicing Civic Engagement: Service Learning in the History-Social Science Framework ............................................................. 105 Page 4 of 108 Civic-Learning Compendium for the California History-Social Science Framework Civic-Learning Compendium for the 2016 California History-Social Science Framework Introduction As any good teacher knows, when you ask students to apply what they have learned to real world scenarios, they are internalizing knowledge at a deeper level, developing complex cognitive skills that can be applied in new situations, and strengthening skills and attitudes that will serve them well in their futures. It is important to provide the space, time, and opportunity for students to engage in civic actions, work with policymakers and community members to solve real world problems through responsible, democratic means. The new History-Social Science Framework provides a number of ideas and strategies for increasing students’ civic knowledge and skills. This compendium was designed to provide additional action-oriented instructional practices to strengthen civic knowledge, civic participatory skills, and civic dispositions for all students at all grade levels. In order for students to become fully engaged, responsible citizens, they need to practice being engaged citizens during their K-12 educational experience. They need to “flex their civic muscles” in safe, meaningful settings to operate as engaged citizens once they graduate high school. The updated California History-Social Science Framework includes a great deal of language, information, and ideas for integrating civic learning throughout the curriculum. The introduction to the Framework (Chapter 1) emphasizes the importance of teaching democratic values in the classroom, in the curriculum, and in daily life outside school. Students should use their communities to gather information regarding public issues and become familiar with individuals and organizations involved in public affairs, and whenever possible, opportunities should be available for participation and for reflection on the responsibilities of citizens in a free society. Students should develop an appreciation of how necessary an informed electorate is in making possible a successful democracy. They should learn that reading informational text in newspapers, articulating similarities and differences between political candidates, making claims supported by evidence, and discerning genres of arguments for example, are all essential virtues that an informed citizenry must possess. We want students to develop a keen sense of ethics and citizenship and respect for all persons as equals regardless
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