ED 339 666 SO 021 668 TITLE Malcolm Price Laboratory School Social Studies Curriculum Guide. Grade N-12. University of Northern Iowa, Cedar Falls. Malcolm INSTITUTION Price Lab. School. PUB DATE 91 NOTE 42p. Guides - Classroom Use - Teaching Guides (For PUB TYPE Teacher) (052) MF01/PCO2 Plus Postage. EDRS PRICE Citizenship Education; Elementary Secondary DESCRIPTORS Education; Social Sciences; *Social Studies; Student Educational Objectives; Teaching Methods ABSTRACT The overall goal of the social studies program of the Malcolm Price Laboratory School (Cedar Falls, Iowa) is to develop reflective citizens who manifest citizenship perspectives and competencies, while using cognitive processes and skills, to investigate society and social issues through courses and units drawn from the social sciences. This curriculum guide discusses each element of this overall goal and presents the social studies curriculum by discussing what is done at each grade level. Skills to be developed, cognitive processes involved, units to be studied, as well as teaching methods to be employed are among the topics covered at each level. The titles of the social studies courses or programs that comprise the curriculum are: (nursery/kindergarten) my world; (grade one) social science processes; (grades two and three) social science disciplines; (grade four) regional geography; (grade five) American and Iowa history; (gtAde six) world studies; (grade seven) American studies; (grade eignt) wo-ld geography; (grade nine) world history; (grade ten) U.S. history; (grades eleven and twelve) global insights, United States government, economics, sociology, psychology, interactive communication simulations, and law related education. (DB) ************************************************M******************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 4 3.: t. 5 MALCOLM PRICE LABORATORY SCHOOL SOCIAL STUDIES CURRICULUM GUIDE GRADE M-12 Designed and developed by the elementary and secondary faculty of Malcolm Price Laboratory School FEBRUAVY 1991 MI. DEPARTMENT Of EDUCATION Office of Educational Research and imptoniment EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) reproduced lie his docurnom NOS boon 14 , otganitation *cowed from the person or originating it malls to improve C.' Minor changes nvO ben reproduction Quality this don't Ponta of view ot opinions &tided in reprosenl official ment do nol necessarliy OERI position or policy THIS "PERMISSION TO REPRODUCE BY MATERIAL HAS BEEN GRANTED RESOURCES TO THE EDUCATIONAL INFORMATION CENTER (ERIC)." BEST COPY AVAILABLE 2 TABLE OF CONTENTS PAGE INTRODUCTION 1 I. GOAL ...TO DEVELOP REFLECTIVE CITIZENS WHO MANIFEST CITIZENSHIP 3 PERSPECTIVE AND COMPETENCIES... I. GOAL...WHILE USING COGNITIVE PROCESSES AND SKILLS... 4 III. GOAL...THROUGH COURSES AND UNITS... 17 GRADES N-K 18 GRADE ONE 19 GRADES TWO AND THREE 20 GRADE FOUR 21 GRADE FIVE 22 GRADE SIX 24 GRADE SEVEN 25 GRADE EIGHT 27 GRADE NINE 29 GRADE TEN 30 GRADES ELEVEN AND TWELVE 31 3 3 I 1 THE SOCIAL STUDIES--A DEFINITION Social studies is a basic subject of the N-12 curriculum that: Derives its goals from the nature of citizenship in a 1. society which democratic closely linked other is to nations and peoples of the world. content primarily Draws from history, its other the 2. social sciences, and some respects, from in the humanities and sciences. Is taught in ways that reflect an awareness of personal, 3. social, and cultural experiences and developmental levels of learners.* *Adapted from. National Council for the Social Studies. "In Search of a Scope and Sequence for Social Studies." Volume Social Education. Washi.,;ton, D.C. 48, Number 4, April 1984, p. 251. THE SOCIAL STUDIES--A RATIONALE The social studies program is concerned with preparing young citizens for active participation in AmeriCan society. Social studies education is the structured school program providing this preparation. an essential component of students' Social studies is Social studies plays a significant role in education. leading beliefs and value students democratic to the context of to understand themselves behavior, in contemporary life, and to live responsibly in the global Social studies interrelates the capability community. and capacity for survival by the human species survival finite natural interdependence with related the to a resource base. It is a responsibility of the social studies to prepare young people to identify, understand, and work to resolve problems that confront them, and our To accomplish these tasks and work nation, and the international community. effectively an citizens, they need a keowledge of post civilizations and the Moreover, they should understand the role of social and behavioral sciences. in their own society and in other societies social institutions and values around the world. 4 2 Social studies should be viewed as a subject matter area where social interaction skills are emphasized and utilized fully. Social studies develops the necessary individual leadership skills to enable students to cope with change, resolve conflict, appreciate diversity and participate responsibly in a representative democracy at local, state, national, and international levels.* *Adapted from: A GUIDE TO CURRICULUM DEVELOPMENT IN SOCIAL STUDIES, Curriculum Coordinating Committee Repr'tc, Iowa Department of Education, Des Moines, Iowa, December 1986, p. 4. THE LABORATORY SCHOOL SOCIAL STUDIES PROGRAM ORGANIZATION The organization of the Laboratory School social studies program is in two respects. unique the content design is flexible and can be First, modified to meet the needs of students. For example, at the primary level, social science processes and disciplines are integrated into a wide range of teaching units which focus on broadening the horizons of young children. Each year the organization and sequence of the units is determined by the teachers in response to the perceived needs of students, particular political events, or the occurrence of local, state or national celebrations. Second, cognitive processes and skills are identified for each unit of study according to the developmental needs of students and the nature of the content. In. general, skills are not taught in isolation nor are they organized sequentially for the convenience of instruction. Skills identified in this guide are provided as a reference for teachers as they develop curriculum, evaluate the learning process and reflect on the individual development of each student. Because the Laboratory School faculty have developed a unique social studies program in a unique teaching environment, teachers are afforded the opportunity to be directly involved in curriculum selection and development. As a result, the Laboratory School classroom is truly a laboratory environment where new ideas in social studies curriculum can be developed and refined by each teacher. As the diagram an the following page illustrates, the grade level topics of study and course outlines have been clearly set. However, the level of content difficulty, the particular skills taught, and the assigned allotments of time are flexible and are governed by the characteristics of learners in the teaching environment not by the curriculum guide alone. MACAU PRICE LABORA1ORY SCHOOL N-12 SOCIAL STUDIES CURRICULUM OVERVIEW drawn from the investigate ... to while using cognitive To develop reflective ... Program Goal: social sciences. society and social issues processes and skills ... citizens who manifest through courses.and.. citizenship perspec- units ... tives and compe- tencies ... KNOWLEDGE COGNITIVE PROCESSES VALUES/ATTITUDES AND SKILLS SOCIAL SCIENCE COURSES AND UNITS Citizenship Citizenship DISCIPLINES Perspectives: Competencies: a. History N-K a. Language processes 1. Pluralistic 1. Acquiring and using informa- b. Geography 49/Problem-solving/ 1 2. Global tion thinking skills c. Political science 2-3 3. Constructive 2. Assessing c. Quantitative involvement d. Economics 4 processes 3. Making deci- e. Sociology d. Concepts of time and 5 sions chronology f. Anthropology 6 4. Making judg- e. Information process- ments g. Psychology ing skills 7 5. Communicating 8 f. Map and globe skills 6. Cooperating 9 7. Promoting 10 interests 11 12 6 THE LABORATORY SCHOOL SOCIAL STUDIES PROGRAM GOAL The overall goal of the program is: citizenship manifest citizens who reflective develop To perspectives and competencies, while using aognitive processes To investigate society and social issues through and skill. courses and units drawn from the social scieAces. TO DEVELOP REFLECTIVE CITIZENS WHO MANIFEST CITIZENSHIP GOAL: I. PERSPECTIVES cognitive using AND COMPETENCIES... while processes and skills to investigate society and social issues drawn from the social sciences. through courses and units The teaching of reflective citizenship is the foundational goal of the social studies and the one element of the curriculum for which there is the greatest consensus within the profezsional community. Perspectives for Reflective Citizenship A. In the National Council for the Social Studies Bulletin CITIZENSHIP AND THE CRITICAL ROLE OF THE Number 72, SOCIAL STUDIES, Walter Parker and John Jarolimek define citizenship in terms of three perspectives: a democratic citizen is cognizant Pluralistic: 1. of difference in people particularly in the areas of race, religion, opinion, preference, ethnicity and culture. a democratic citizen recognized that the Global: 2. This person is is highly interrelated. world able to translate these interrelationships into a cosmopolitan perspective on the local level. a democratic citizen is reflective Constructive: 3. and economic, participatory social, and in This person evaluates their political processes. social role in terms of the values of freedom, and responsibility, privacy, equality, justice, diversity. 4 Competencies for Reflective Citizenship: B. following been citizenship competencies have The Richard Ha_zik221s_21_1a_sic by Remey developed in Citizenship Competencies produced by the Association for Supervision and Curriculum Development in 1980. These competencies define democratic citizen's the participatory activities as follows: Acquiring and Using Information: Competence in 1. acquiring and processing information related to human interaction. Competence in assessing Assessing Involvement: 2. in social involvement and stake one's issues, decisions, and politics. Marking making Decisions: Competence in 3. thoughtful decisions regarding groups governance and problems of citizenship. Competence in developing and Making Judgments: 4. using justice, ethics, standards, such as make judgments and practicality, morality, to people, about institutions, policies, and decisions. Competence in communicating ideas Communicating: 5. to other citizens, decision makers, leaders, and officials. and cooperating Competence Cooperating: in 6. working with others in groups and organizations to achieve mutual goals. Competence in working with Promoting Interests: 7. and promote order in social institutions to protect one's interests and values. To develop reflective citizens who manifest citizenship GOAL: perspectives COGNITIVE competencies USING and ...WHILE investigate society and social PROCESSES AND SKILLS ...to social drawn from the units and courses through issues sciences. 9 .1's";".. 5 Language Processes: A. writing, speaking, The language processes of reading, listening, viewing and visually expressing are foundational to Teaching of language all instruction in the social studies. processes is the responsibility of every instructor and social studies affords rich opportunities for practical applications of language processes. Problem Solving/Thinking Skills: B. Recognizing that a problem exists. I. Defining the problem for study. 2. Reviewing or recalling known information about 3. the problem. Planning ways of solving the problem. 4. and recording organizing, Location, gathering, 5. information. Interpreting and evaluating information. 6. generalizations making and Drawing inferences 7. from evidence. Accepting differences of opinion with respect and 8. courtesy. Summarizing and drawing tentative conclusions. 9. Recognizing the need to change conclusions when 10. new information warrants a change. Recognizing areas for further study. 11. Quantitative Processes: C. Using measurement computation and estimation as 1. social studies tools. and charts present, Using graphs, to tables, 2. internret, and apply social studies data. Concepts of Time Chronology: D. Locating information by recognizing the clock, 1. calendar, and other time devices, in addition to textbooks, sources of as almanacs, etc., information regarding time. Acquiring information by: 2. Learning to tell time by the clock. a. Using the names of the days of the week. b. Using the names of months. c. Using the calendar to identify dates. d. Noting dates on classroom magazines and e. newspapers. Skimming to find a particular date. f. Identifying a specific date and/or event. g. 10 6 impression Gaining of general the a h. length of a chronological period. Recognizing time as a.m. and p.m. i. Becoming familiar with other time J. systems. questions Finding specific answers to k. related to dates and/or events. Organizing information by: 3. Using the names of the days of the week a. in sequence. Using the names of the months in sequence. b. Construction of time lines. c. Using cluster date-events of to a d. establish time relationship. Interpreting Information by: 4. of dates Using find calendar the to a. special events. Determining length of time between dates. b. Associating with particular seasons c. southern and both northern months in hemispheres. order and sequence Comprehending as d. third and expressed second, first, in through personal experiences. Understanding the system of time zones as e. related to the rotation of earth. of Christian system Comprehending the f. chronology B.C. and A.D. the. relation between the Describing g. earth's revolution around the sun and a calendar year. between relation the Describing the h. difference revolution and the earth's between the seasons in the northern and southern hemispheres. of Comparing system Christian the i. chronology with other systems. Evaluating information by: 5. Comparing in,:ormation regarding time and a. sources chronology of from two information. Determining the most appropriate source b. of information regarding date-events and time relationships. in time Recognizing gross discrepancies c. relationships, i.e., anachronisms. 11