Social Studies Resource Guide with Core Curriculum THE UNIVERSITY OF THE STATE OF NEW YORK THE STATE EDUCATION DEPA RT M E N T http://www.nysed.gov THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University CARL T. HAYDEN, Chancellor, A.B., J.D. ........................................................................ Elmira DIANE O’NEILL MCGIVERN, Vice Chancellor, B.S.N., M.A., Ph.D. ............................ Staten Island J. EDWARD MEYER, B.A., LL.B. ....................................................................................... Chappaqua ADELAIDE L. SANFORD, B.A., M.A., P.D. ....................................................................... Hollis SAUL B. COHEN, B.A., M.A., Ph.D. ................................................................................ New Rochelle JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .................................................................. Peru ROBERT M. BENNETT, B.A., M.S. .................................................................................... Tonawanda ROBERT M. JOHNSON, B.S., J.D. ...................................................................................... Lloyd Harbor ANTHONY S. BOTTAR, B.A., J.D. ..................................................................................... Syracuse MERRYL H. TISCH, B.A., M.A. ........................................................................................ New York HAROLD O. LEVY, B.S., M.A. (Oxon.), J.D. ................................................................... New York ENA L. FARLEY, B.A., M.A., Ph.D. ................................................................................. Brockport GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ................................................................... Belle Harbor RICARDO E. OQUENDO, B.A., J.D. .................................................................................. Bronx ELEANOR P. BARTLETT, B.A., M.A. ................................................................................. Albany ARNOLD B. GARDNER, B.A., LL.B................................................................................... Buffalo President of The University and Commissioner of Education RICHARD P. MILLS Chief Operating Officer RICHARD H. CATE Deputy Commissioner for Elementary, Middle, Secondary, and Continuing Education JAMES A. KADAMUS Assistant Commissioner for Curriculum, Instruction, and Assessment ROSEANNE DEFABIO The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services, and activities. Portions of this publication can be made available in a variety of formats, including braille, large print or audio tape, upon request. Inquiries concerning this policy of nondiscrimi- nation should be directed to the Department’s Office for Diversity, Ethics, and Access, Room 152, Education Building, Albany, NY 12234. ACKNOWLEDGMENTS Many State Education Department staff members have made significant contributions to the Social Studies Resource Guide With Core Curriculum. Edward Lalor and Roseanne DeFabio originated the concept of the resource guides and served as primary motivating forces in its development. George Gregory, JoAnn Larson, and Gary Warren, in collaboration with the entire Social Studies group, directed this curriculum development project, reviewed and selected materials for inclusion in the document, and offered their sub- ject area expertise to the overall document. Anne Schiano, Jeanette Canaday, and Virginia Hammer devel- oped and coordinated the process used to request and review the sample learning experiences from teach- ers across the State that appear in this publication. John Maryanopolis, Jan Christman, Major Capers, and Patricia Mulligan contributed their creative and technical capabilities to the overall design. Edith Toohey, Patricia Webster, and Judith Golombiski served as coordinating editors. The State Education Department acknowledges the assistance of teachers and school administrators from across New York State, as well as resources from other states and countries, in the development of the Social Studies Core Curriculum. Local and State social studies professional associations gave invaluable support and publicity to the request for learning experiences. Special thanks to Cathie Fish Peterson who served as the Social Studies consultant/coach for the learning experiences project. iii CONTENTS Acknowledgments . .iii Foreword . .iv OVERVIEW . .1 Why Study Social Studies? . .3 Concepts and Themes for Social Studies . .8 Social Studies Skills . .12 Skill Development Process . .18 CORE CURRICULUM . .19 K-6 . .21 Grades 7-8 Social Studies: United States and New York State History . .37 Global History and Geography . .89 United States History and Government . .121 Grade 12 Social Studies: Participation in Government . .156 Grade 12 Social Studies: Economics and Economic Decision Making . .156 LEARNING EXPERIENCES . .157 Reading, ’Riting, ’Rithmetic . .158 Cookie Factory . .165 Geography Booklet . .169 Study of Gender Equity—Age of Homespun . .175 Law and Life in Two Ancient Societies . .180 Government and Economics . .186 APPENDIX . .195 Resources . .197 iv Social Studies Overview 2 Why Study Social Studies? n social studies classes students confront questions about the wonder and excitement of humankind in the world. How have humans defined themselves and made meaning of the Iworld? How are we connected to and different from those who have come before us? What does all of humankind have in common? Who are we as a nation and what are our values and traditions? How did we get to be the way we are? How have we found unity in the midst of our diversity? Which individuals and groups contributed to our development? What are our great achievements as a nation? Where have we failed and what do we need to change? What are our responsibilities to ourselves and to society at large? What will we be like in the future? What is our place in the world? In short, social studies classes help students understand their roots, see their connections to the past, comprehend their context, recognize the commonality of people across time, appreciate the delicate balance of rights and responsibilities in an open society, and develop the habits of thoughtful analysis and reflective thinking. In helping students answer these questions, social studies courses engage students in the study of history, geography, economics, government, and civics. Instruction draws on other dis- ciplines such as anthropology, sociology, political science, psychology, religion, law, archaeology, philosophy, art, literature, other humanities subjects and the sciences. Courses of study should give students the knowledge, intellectual skills, civic understand- ings, and dispositions toward democratic values that are necessary to function effectively in American society. Ultimately, social studies instruction should help students assume their role as responsible citizens in America’s constitutional democracy and as active contributors to a soci- ety that is increasingly diverse and interdependent with other nations of the world. For exam- ple, students should be able to use the knowledge and skills acquired through social studies courses to solve problems and make reasoned decisions in their daily lives. Social studies courses should provide students with the background to conduct research in order to cast informed votes, with the skills to place conflicting ideas in context, and with the wisdom to make good judgments in dealing with the tensions inherent in society such as the enduring struggle to find the proper balance between protecting the rights of the individual and promot- ing the common good. Dimensions of Teaching and Learning As a prelude to stating the standards which define the overriding goals of social studies, it is important to define critical dimensions of teaching and learning that should be used to develop curriculum and instruction based on the standards. These dimensions can be used to establish criteria for selecting the historic, social, cultural, geographic, economic, and political under- standings that students might investigate. The first two dimensions are the most critical because they define, more explicitly than the standards, the intellectual skills that students must develop. The dimensions challenge what we teach, how we teach, and how we assess student learn- ing. To ensure rich, engaging, and meaningful social studies programs, they should be an inte- gral part of all social studies curriculum and instruction. The eight dimensions are: ■ intellectual skills ■ multidisciplinary approaches ■ depth and breadth 3 ■ unity and diversity ■ multiculturalism and multiple perspectives ■ patterns to organize data ■ multiple learning environments and resources ■ student-centered teaching, learning, and assessment 1. Intellectual Skills The development of students’ intellectual skills and their ability to think reasonably, ratio- nally, logically, and reflectively is central to each of the standards for social studies in the State of New York. Giving students a sound knowledge base goes hand in hand with expanding their intellectual skills and their ability to engage in analytical thinking. Instruction based on these standards should require social studies students at all levels to use a variety of intellectual skills to master content,