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Department of Archives and History ADAH Recs p. 1 Steve Murray STATE OF ALABAMA DIRECTOR DEPARTMENT OF ARCHIVES AND HISTORY Director’s Office 334-242-4441 624 WASHINGTON AVENUE MONTGOMERY, AL 36130-0100 Administrative Services 242-4361 Research Room 242-4435 Mailing Address: P.O. BOX 300100 School Tours 242-4364 Records Management 242-4452 www.archives.alabama.gov State Records Center 277-9898 FAX 240-3433 Steve Murray DIRECTOR January 25, 2021 2021 Social Studies State Course of Study Committee c/o Alabama State Department of Education P.O. Box 302101 Montgomery, AL 36130-2101 Dear Members of the Course of Study Committee: The preparation of Alabama’s next State Course of Study for Social Studies begins during a period of deep division over the direction of American government, racial and economic inequity, and the proper response to a global pandemic. The timing will make your work challenging, but it also underscores the importance of the decisions you will make. Your choices will shape the preparation of Alabama’s K-12 students for future roles as voters, neighbors, and citizens. The standards you create will help advance young people’s understanding of their rights in a free society, how to use those rights in advocating peacefully for the candidates and policies they support, and why it is important to find common ground with people whose opinions may differ from their own. During our state’s three-year bicentennial commemoration, the Alabama Department of Archives and History (ADAH) interacted extensively with classroom teachers from every public school system in the state as part of a series of intensive professional-development institutes. Those experiences reinforced our understanding that effective social studies instruction rests on a three-legged stool. The object of your work, a strong Course of Study, provides one of those legs. Its sets expectations for the content and skills that students should master by the time they leave K-12 classrooms. A second leg consists of strong content mastery and classroom resources for teachers. These depend on the course requirements of our colleges of education, the quality and availability of professional-development opportunities, and the provision of good textbooks and other curricular materials. The third leg of the stool is time—a commitment of significant amounts of time for social studies topics every day in the classroom. After decades spent emphasizing the subjects covered in standardized testing over others, reclaiming time for history and civics may be the BOARD OF TRUSTEES Joel T. Daves IV, Chair, District 1 · Delores R. Boyd, Vice Chair, District 7 District 1: Elizabeth P. Stevens · District 2: Horace H. Horn; Gale Saxon Main District 3: Fred D. Gray; Barbara Patton · District 4: Bobby M. Junkins; Alyce M. Spruell District 5: Julian D. Butler; Lynwood Smith · District 6: Gillian W. Goodrich; Majella C. Hamilton District 7: George P. Evans · At Large: Leigh Davis; Marcus Reid Ex-officio Member: Governor Kay Ivey ADAH Recs p. 2 2021 Social Studies State Course of Study Committee Page 2 January 25, 2021 most difficult challenge of all. It will take prioritization in policy, buy-in from school administrators, and follow-through by classroom teachers. The unhealthy condition of our nation’s politics is an indication that we must be about strengthening all three legs of the stool. An excellent target date for marking progress is on the horizon. In just five years we will commemorate the 250th anniversary of the nation. If we allow it to pass without showing improved commitment to social studies, our society will suffer further deterioration of the ties that bind us together as Americans. I hope you will find the enclosed materials created by the ADAH to be useful to the Committee’s work in addressing one of the three legs. They include a set of general recommendations applicable across all grades in the social studies standards, a mark-up of the 2010 standards with specific suggestions for edits and additions, and an overview (online video and PDF transcript) of resources made available by the ADAH to Alabama’s public school, private school, and home school educators. Please consider the ADAH to be a readily available resource for the Committee. Our staff will be pleased to answer questions regarding the recommendations and to provide feedback on points of discussion. Thank you for your willingness to serve the state and its young people in this important task. Sincerely, Steve Murray Director ADAH Recs p. 3 Alabama Department of Archives and History Recommendations to the 2021 Social Studies State Course of Study Committee January 25, 2021 Introduction The Alabama Department of Archives and History (ADAH) respectfully submits the following recommendations for consideration by the Committee as it drafts a new Social Studies Course of Study (2021 CoS). The recommendations are provided in accordance with the ADAH’s statutory charge to support “the diffusion of knowledge in reference to the history and resources of the state” and “the encouragement of historical work and research” (Ala. Code § 41-6-2). Their content is shaped by our agency’s engagement with historical scholarship, expertise in historical interpretation for public audiences, and experience in delivering substantive professional development to K-12 educators. This document contains general recommendations in four categories: 1. Primary Sources 2. Inclusivity 3. Community Awareness and Civic Engagement 4. Structural Considerations Additionally, we are providing an annotated PDF of the 2010 Alabama Course of Studies: Social Studies (2010 CoS) with specific comments and suggestions for improving the existing standards, bulleted content, and examples. An accompanying video provides an overview of ADAH programs that serve the K-12 community. A transcript of the video contains links to online materials that may be of use to the Committee. General Recommendations 1. Primary Sources are indispensable components of effective social studies instruction and should be incorporated more systematically and more specifically in the 2021 CoS. Primary sources are the building blocks of all historical work, such as scholarship or the creation of museum exhibits. They can include letters, diaries, laws, newspapers, photographs, maps, and other records that are immediate, first-hand accounts of an event or topic. Engagement with primary sources helps students develop empathy, grasp the relevance of the past, and understand their own potential as citizens. In an era when digital technology has simplified the process of creating deepfakes and other falsified records, primary sources help students develop skills for evaluating the reliability of information they encounter in daily life. The 2021 CoS should: 1 ADAH Recs p. 4 a. Include standards that specifically require the use of primary sources in every grade level. Like other academic skills, the ability to analyze primary sources is best developed through scaffolding, with basic interaction progressively giving way to more complex activities. (The 2010 CoS includes standards specifying the use of primary sources in the lower primary grades, but not after third grade.)1 b. Emphasize that primary sources can be visual and are not exclusively textual. Maps, photographs, and other images can be introduced as early as kindergarten. c. Specify the use of primary sources as the objects of analytical and historical thinking, and not merely as points of access for observing the past. (The 2010 CoS calls for using primary sources in “reconstructing” the past, but this term does not capture the essential skills developed with primary sources. Better guidance for using primary sources would be to “examine,” “analyze,” or “explain” experiences in history through primary sources.) d. Promote primary sources as effective interdisciplinary platforms for reading comprehension. Primary sources can be used to demonstrate mastery of concepts such as authorship, audience, evidence, bias, and reliability. e. Encourage the use of primary sources for building students’ understanding of their own communities. National or global topics such as World War II or pandemics can be made relevant through the use of records documenting the effects of those events on local residents and organizations. 2. Inclusivity should characterize students’ engagement with all four components of social studies throughout the K-12 experience. One approach to inclusivity is to devote a specific month or week to focus on a minority group’s experiences. A more thorough approach to inclusivity, which can occur in tandem with the former, explores topics consistently with a broad view of experiences beyond the perspective of the prevalent cultural, racial, economic, or gender group. Traditional approaches to teaching the American Civil War, for example, stress a series of political and military events in a way that illuminates the roles of elected officials and officers without building understanding of how the war was experienced by most Americans—those not in official positions. An inclusive approach to the Civil War covers the political and military aspects but also examines Unionism among yeoman farmers in the Upper South, the responsibilities of women to deal with deprivation and loss on the home 1 The social studies standards of neighboring states provide successful models for reinforcing the use of primary sources at all grade levels. Florida (2014) has standards specifically on the use of primary sources in all grades except seventh. Tennessee (2017)
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