DOCUMENT RESUME ED 463 991 SO 033 238 TITLE Indiana Academic Standards for Social Studies. INSTITUTION Indiana State Dept. of Education, Indianapolis. PUB DATE 2001-08-03 NOTE 162p. AVAILABLE FROM Online Depot, Indiana Department of Education, 151 West Ohio Street, Indianapolis, IN 46204-2798 ($10) .Fax: 317-232-9121; Web site: http://doe.state.in.us/. For full text: http://ideanet.doe.state.in.us/standards/. http://doe.state.in.us/welcome.html. PUB TYPE Legal/Legislative/Regulatory Materials (090) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Academic Standards; Anthropology; Civics; Economics; Elementary Secondary Education; Geography; History; Political Science; Postsecondary Education; Psychology; *Public Schools; *Social Studies; Sociology; *State Standards IDENTIFIERS *Indiana; Scope and Sequence ABSTRACT This publication presents Indiana's Academic Standards for K-8 social studies grade-by-grade and organized into five content areas: (1) history;(2) civics and government;(3) geography;(4) economics; and (5) individuals, society, and culture (psychology, sociology, and anthropology). For instructional purposes, the content knowledge should be integrated with skills for research, inquiry, and participation. A brief scope and sequence model outlines a focus for each grade. It presents high school standards for required and high-enrollment courses, including: World history/civilization, world geography, U.S. history, U.S. government, economics, psychology, and sociology. World history/civilization, world geography, and economics are expected courses for most students, particularly for students pursuing post-secondary education through Indiana's Core 40 and Academic Honors programs. Psychology and sociology are noted as high-enrollmentelective courses. Academic standards for the high school courses areorganized according to structure of the discipline or subject area. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES 00 August 3, 2001 cr) (NI Cr) cr) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS O. This document has been reproduced as BEEN GRANTED BY received from the person or organization BEST COPY AVAILABLE originating it. O Minor changes have been made to L10-4ii-kAiX-fe5 improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES 2 document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. INTRODUCTION Indiana's Academic Standards for K-8 social studies are presented grade-by-grade and organized around five content areas: (1) - History; (2) - Civics and Government; (3) - Geography; (4) Economics; and (5) - Individuals, Society, and Culture (psychology, sociology, and anthropology). For instructional purposes, content knowledge should be integrated with skills for research, inquiry, and participation. A brief scope and sequence model, which provides a focus for each grade, appears on the following pages. At the high school level, standards are presented for required and high-enrollment courses, including: World History/Civilization, World Geography, United States History, United States Government, Economics, Psychology, and Sociology. United States History and United States Government are part of Indiana's minimum graduation requirements. World History/Civilization, World Geography, and Economics are expectations for most students and especially for those who wish to pursue any type of post-secondary education through Indiana's Core 40 and Academic Honors programs. Psychology and Sociology are high-enrollment elective courses. Academic standards for the high school courses are organized according to structure of the discipline or subject area. Page 2 August 3, 2001 Social Studies 3 SCOPE AND SEQUENCE MODEL FOR GRADES K-12 INDIANA'S ACADEMIC STANDAMDS FOR SOCIAL STUDIES: The goal of social studies education is the development of informed, responsible citizens who participate effectively in our democracy. The Academic Standards for Social Studies address this goal by integrating a strong knowledge base with the skills for inquiry, thinking, and participation. The standards are organized around five content areas: History, Civics and Government, Geography, Economics, and Individuals, Society, and Culture (psychology, sociology, and anthropology.) The following scope and sequence model provides a focus for each grade as it builds students' skills and knowledge. Key topics, concepts, and skills are introduced early and are reinforced and expanded from Kindergarten through Twelfth Grade. GRADE LEVEL FOCUS K-8: Kindergarten: Living and Learning Together Students focus upon their immediate environment, and emphasis is placed on social and civic learning experiences, including interaction with peers and respect for others. Grade 1: Home, School, and Nearby Environments Students examine changes in their own communities over time, explore the way people live and work together around the world, and learn about the rights and responsibilities of citizens as they interact in home, school, and local environments. Grade 2: The Local and Regional Community Students describe their basic rights and responsibilities in a democratic society as they examine local and regional communities in the present and past and how these communities meet people's needs. Grade 3: The Local Community and Communities Around the World Students study development and change in the local community and in communities in other states and regions of the world, including how people have developed and used technology, as well as human and natural resources, in shaping communities and interacting with their environment. They also study how citizens participate in the government and civic life of communities. Grade 4: Indiana in the Nation and the World Students study Indiana and its relationships to regional, national, and world communities. They consider the influence of physical and cultural environments on the state's growth and development and the principles and practices of citizenship and government in Indiana. Social Studies August 3, 2001 Page 3 Grade 5: The United StatesThe Founding of the Republic Students study the history of the United States to 1800 focusing on the influence of political, geographical, economic, and cultural factors on early development. Emphasis is placed upon study of Native American cultures, exploration, colonization, settlement, and the founding period that produced the United States Constitution and Bill of Rights. Grade 6: Peoples, Places, and Cultures in Europe and the Americas Students in Grade Six study the regions and countries of Europe and the Americas, including geographical, historical, economic, political, and cultural relationships. The areas emphasized are: Europe and North and South America, including Central America and the Caribbean. Grade 7: Peoples, Places, and Cultures in Africa, Asia, and Australia Students in Grade Seven study the regions and nations of Africa, Asia, and the Southwest Pacific including historical geographical, economic, political, and cultural relationships. This study includes the following regions: Africa, Southwest and Central Asia, South Asia, Southeast Asia, East Asia, and the Southwest Pacific. Grade 8: United States HistoryGrowth and Development Students briefly review the early history of the nation and then focus on national and state development through the Civil War and Reconstruction periods. Emphasis is placed upon principles of the United States and Indiana Constitutions and the influence of political, geographic, economic, and cultural factors on the development of Indiana and the United States. Page 4 August 3, 2001 Social Studies 5 ACADEMIC STANDARDS FOR HIGH SCHOOL COURSES GRADES 9-12: At the high school level, academic standards for specific courses continue to build upon the skills and knowledge acquired at earlier stages of instruction. The high school courses focus on one of the five content areas that make up the social studies curriculum: History, Civics and Government, Geography, Economics, and Individuals, Society, and Culture (psychology, sociology, and anthropology). The structure of the high school standards may vary since each course has its own organizing principles based on the major concepts or ideas that make up the discipline. The five content areas used as organizers for grades K-8 continue to play an important role. At the high school level, one content area is the major focus of a course, while the other areas play supporting roles or become completely integrated into the subject matter. GRADE LEVEL FOCUS 9-12: World History/Civilization: This two-semester course emphasizes key events and developments in the past that influenced peoples and places in subsequent eras. Students are expected to practice skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation, research, issues-analysis, and decision- making. They examine the key concepts of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. World Geography: Students use maps, globes, graphs, and information technology as they study global patterns of physical and cultural characteristics. Students are expected to apply knowledge of