Various organizations
in The State of Washington have developed goals for learning and, in
particular, Social Studies. These
documents provide the framework for our class by emphasizing the fostering not
only learning, but the development of skills.
If you are curious as to why we are doing certain things in certain
ways, take a look at the following documents.
Washington State
Education’s Mission Statement and Learning Goals
Washington
State Social Studies Page
Essential
Academic Learning Requirements for History
Essential
Social Studies Skills
Essential
Academic Learning Requirements for Economics
What is social studies education?
Social studies education is the integrated study
of the social sciences to prepare young people to become responsible citizens
who demonstrate individual and social understanding. Within the school program,
social studies provides coordinated, systematic study
drawing upon such disciplines as history, geography, civics, and economics.
What is the primary purpose of social
studies education?
The primary purpose of social studies
education is to help young people develop civic effectiveness. Civic
effectiveness is the ability to make informed and reasoned decisions for
personal and public good as citizens of a culturally diverse, democratic
society in an interdependent world.
What capacities does the social studies
curriculum build in young people?
The social studies curriculum builds four capacities
in young people: disciplinary knowledge; inquiry, interpersonal, and critical
thinking skills; respect for the underlying values of a democratic society; and
interest in public affairs and competencies of self-government. Each capacity
contributes uniquely to responsible citizenship.
First, the social studies curriculum builds
disciplinary knowledge. Disciplinary knowledge is used by students to construct
meaning through understanding powerful ideas drawn primarily from the
disciplines of history, geography, civics, and economics. The meaning students
construct shapes their perspective for understanding society and informs their
judgments as citizens.
Second, the social studies curriculum
cultivates inquiry, interpersonal and critical thinking skills. These skills
are infused throughout the four social studies disciplines so that students
apply the methods of social science to effectively participate in public life.
Aided by appropriate technologies, students gather, interpret, and analyze
information to be informed citizens. Their ability to engage in civic discourse
improves through practice of discussion and interpersonal skills. Critical
thinking skills encourage reasoned decisions as well as alternative viewpoints
regarding matters of public concern.
Third, the social studies curriculum
promotes respect for the underlying values of a democratic society. As a
result, students comprehend the ideals of democracy, cherish them, and strive
to live their lives in accordance with them. A reasoned commitment to
democratic values motivates citizens to safeguard their rights, to fulfill
their responsibilities as citizens, and to honor the dignity of all people.
Fourth, the social studies curriculum
stimulates interest in public affairs and strengthens competencies of
self-government through citizen participation experiences. Students are
encouraged to inform themselves about public affairs and to become active
participants in civic life rather than passive bystanders. They are urged to
uphold the rule of law in their personal and social lives and to challenge
wrongdoing. Efforts to advance their views about local, national, and
international policy through political action are supported by the curriculum.
Through service learning, the social studies curriculum equips students to
improve their communities and to realize the civic virtue of serving.
Ultimately, responsible citizenship rests
upon these capacities. Social studies education for responsible citizenship
must be a compelling priority if we expect to sustain our constitutional
democracy. The health of our democracy depends on whether young people
understand the complexities of human society and can govern themselves
competently.
What is responsible citizenship?
A responsible citizen:
• uses knowledge of the
past to construct meaningful understanding of our diverse cultural heritage and
to inform her/his civic judgments (Historical Perspective).
• uses knowledge of
geographical concepts, such as spatial patterns, to understand processes and
make decisions about society (Geographic Perspective).
• uses knowledge of
government, law, and politics to make decisions about and take action on local,
national and international issues, to further the public good (Civic
Perspective).
• uses knowledge of
production, distribution, and consumption within modern economies to make
decisions (Economic Perspective).
• uses a wide range of social studies
skills, including critical thinking, to investigate and analyze social studies
materials and answer social studies questions (Critical Thinking
Skills).
• uses effective group
process skills, including speaking and listening skills, to participate in
democratic decision-making (Interpersonal and Group Skills).
Thinking about Social Studies
Education as a Musical Ensemble
A musical ensemble is one metaphor that
helps illustrate the relationship between social studies education and
individual disciplines. Consider a musical ensemble such as an orchestra (the
social studies program) as it performs a specific musical composition (a grade
level or specific course within the curriculum). At certain times, one
instrument (a discipline such as history) takes the lead while others (such as
geography and economics) play supporting roles. At other times, several
instruments (history, geography, and economics) play together on an equal basis
to explore the composer's thematic aims. The quality of the performance is the
result of the composer's music (the design of the social studies curriculum),
the unique qualities of individual instruments (the contribution of individual
disciplines), the acoustics of the setting (the expertise of curriculum
planners and teachers, school site facilities, and instructional resources),
and the skills of the musicians and the conductor (the abilities of the
students, teachers, and program planners).