DOCUMENT RESUME SO 022 582 ED 372 970 Social Studies Core Curriculum Standards: Grades TITLE 7-12. Revised 1991. Utah State Board of Education, Salt Lake City. INSTITUTION PUB DATE 91 54p.; Broken print may affect legibility. NOTE Non-Classroom Use (055) PUB TYPE Guides MF01/PC03 Plus Postage. EDRS PRICE Basic Skills; *Core Curriculum; Course Objectives; DESCRIPTORS Educational Objectives; *Minimum Competencies; Secondary Education; *Social Studies; *State Standards; *Student Educational Objectives *Utah IDENTIFIERS ABSTRACT The social studies core curriculum presented in this guide represents those standards of learning that are essential for all grade 7-12 students in the state of Utah. For each secondary social studies course, core standards are established, as well as the objectives that should be used to meet the standards. The following History. courses are covered for Grades 7-8: Utah Studies and U.S. Grades 9-12 study World Cultural Geography, Part I; Ancient World Civilizations and/or Modern World Civilizations or European History; U.S. Studies; Economics; Psychology; Sociology; U.S. Government/Law; and World Cultural Geography, Part II. A course description and prerequisites are listed for each course. This guide also contains the elementary and secondary school program of study and high school graduation requirements, and outlines the required core curriculum for the elementary, middle, and high school levels. (DB) Reproductions supplied by EDRS are the best that can be made * from the original document. ****************************************,...................,.....;A:...;,,%:.:******,..; a 40, I° 11). era, 6), U 3 DEPARTMENT OF EDUCATION Ofttce of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) document has been reproduced as 1/44jhis received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions elated in this docu- ment do not necessarily represent official OE RI position or policy "PERMISSION TO REPRODUCE THIS RIAL HAS BEEN GRANTED BY "Re R TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" BEST COPY AVAILABLE SECONDARY CORE CURRICULUM STANDARDS Utah State Board of Education LEVELS 7-12 Social Studies '91 A LETTE EPOM THE UTAH STATE BOARD OF EDUCATION What take's rl;ice in the thirteen years from kindergarten through twelfth grade of putl,o school is critical to each student's success The new CO^E Currculum standards have been wcrld. ;r1 developed to provide a solid fc.u.idation ir education -For students. mastery af information, concepts, and skills in the They ca,l larIuage arts, mathenatics, science, social suLL,ct areaz of: studies. tnE arts, rifonE,tion tnchnolegy, responsible healthy lifcst:Jes, and ocational educrLion. The wo id of the futt.re wil' require less than one-fourth of the work The core force f,r tne production of con:;umer gocds and food items. stancarcs are designed to orepare s-uiderts for those changing times that w-71 reouire klowledge and skills for living and competition in the information age. Sincerely, Harold S. Oensen Neola Erowr Keitn ChecLetts ..'ay Liechty V. M. Richard Maxfield Donald G. Christensen Frances H. Merrill oonn I. COVE./ Rut) INTRODUCTION Action by the State Boari of Education in janoary of 1984 estab- lished a policy requiring the identification of specific core cur- ri:ulum standards which must be completed by all students K-12 as a This action requisite for graduation from Utah's secondary schools. was followed hy three years of extEnsive work involving all levels of the education family in the proess of identifying, trial tEsting, and reflning these core curriculum standards for Utah's schools. The core curriculum represents those standards of learning tnat They are the ideas, concepts, and are essential for all students. skills that provide a foundation on which subsequent 12arnings may be built. The core should be taught with respect for differences in learn- ing styles, learning rates, and indiviaual capabilities without losing iithough the core curriculum standards are sight of the common goas. intended to occupy a major part of the school program, they are not the total curriculum of a level or course. STATE BOARD O EDUCATION Descriptor 7-1 New Revised I Code: Date o' Adoption 11-7-86 I Date THE ELEMENTARY AND SECONDARY SCHOOL PROGRAM OF STUDIES AND HIGH SCHOOL GRADUATION REQUIREMENTS STATEMENT OF PHILOSOPHY The primary goal of education is the development cf individuals who possess the knowledge, skil:s, and human characteristics necessary to enable them to 'live meaningfully 2S irdivicuais and as positive contributors to society. To achieve this ultimate goal, the individual must be provided experiences tc develop skills in language and thinking, scientific understanding, mathe- matics, historical perception, aesthetic appreciation, social interaction, movement, fitness and hea'th, and career competencies. Elementar.l. Education rea:hes the greatest number of studerts for a lohger The elementary schoo time duriq the mbst forma:ive years of thE school experience. period o This unparalleled responsibility makes it imperative tnat each elementaij scl-ool Le provided vitn effective leadersnip, meaningful standards, a bal- anced curriculum, sufficient means, and competent staff. Se.:ondary Education The secondary sct-ool should provide the opportunity for every studert to nave a challengirg educational experience wnich will prepare him/her to pur- sue a fulfilling and productive role in society, which both transmits and A comprehehsife curriculum with enough flexibility to enhances our culture. strengthen individual taierits and interests must be available for all stu- dents. R3U0-700 The Elementary and Secondary School Core Curriculum and High School Graduation Requirements R300-700-1 Definitions "Beare" means tne Utan State Board of Education. A. "IEP" means individual education program. B. "Special assionment teacher" means a teacher assigned to: C. alternative schoci settings with self-containeo classrooms in whicn (1) tne teacner must teach several subjects; teach homebound students with the expectation that several subjects (2: wt11 be covered oy the same teacher; or necessarily existent small or rural schools with limited faculty and (3) enrollment in which teacners must teach more than three core suojects. R300-700-2 Authority and Purpcse This rule is aethorized under Article X, Section 3 of the Utah State A. Constitution which vests general control and sueervision of the public education system in tne State Beard of Education, Section 53A-1-4C2(1)(0), U.C.A. 1953, which directs the Board to make rules regardina competency levels, graduation requirements, curriculum, and instruction requirements, end Section 53A-1-401(3), U.C.A. 1953, which allows the Board to armlet rules in acccrdarce with its responsibilities. B. The purpose of this rule is to specify the minimum core curriculum for tne public schools and nion school graduation requirements. R300-700-3 General Requirements - Course Standards The Board establisnes minimum ccurse description standards and majectives for each course in the required general core. Course descriptions for required and elective courses are developed eooperatively by local school districts and the Utan State Office of Education. The descriptions snail contain mastery criteria fer tne :curse and shall stress mastery of the criteria rather than completion of predetermined time allotments for sucjects. Implementation and assessment procedures are the resoonsioility cf local school districts. R300-700-4 General Requirements - Teacher Qualifications Teachers may not be assignee to teach any course unless, for the sueject area to weich tney are assigned, they hold a current Utah teaching certificate endorsed in the subject area, nave complete° an undergraduate cr graduate major or minor in the subject area, have completed a Board apprcveo inseraice program, or have demonstrateo competency in tne subject area. R300-700-5 General Requirements - Special Assignment Teachers Special assignment teacners must eole a Basic or Standard Certificate A. with endorsement(s) for the course(s) which they are assigned to teach. In amition, personnel must have completed at least nine quarter hours of state approved college or inservice course work in eacn of the subiect areas in which they are assigned. Special assignment teacners are temporarily authorizee for the e. eeration of their soecial assignment and to not receive a permanent enoorsement fcr the subject area until tney have completed the equivalent of a suoject matter minor, at least 24 quarter eours of state approved coursework in the field, or have been declared competent to teach the sebject by tne Utah State Office of Eoecation Committee on Demonstrated :ompetency. 7 BEST COPY AVAILABLE of Credit General Requirements - Unit R300-700-6 satisfactory fraction thereof shall be given upon A unit of credit or A. witn state learning experience in compliaece eomcletion of a course or compiete a course on a performance Stuoents also may ceeurse standards. the of mastery will be the responsioility.of :asis in wnicn case assessment specific Credit can be awarded only once for a loe.al boards of education. content during the secondary school experience. requirea course with tne same following ways: Credit may be earned in any ot the B. successful comcletion cf a course; 1:1.) oemenstrated proficiency, via preassessment; (Z> outsioe of the school day or demonstrated mastery of approved courses (4) yea:; training concurrent enrollment in approved post-seconcary ;4) institutions; extension courses; demonstrateo mastery of aporovea correspondence or (5) demonstrated mastery in special experimental ucon application, (6) :rograms. Time General Regeirements - Instructional P300-700-7 flexible time olocks fer instruction which Sceool districts seall organize Tc help the Board keep aporisea of curriculum. acccmmodate outcome-oaaed shall submit their instructional instructional time variations, districts Office of Education for app:oval. time scnedule to tne Utah State Plan General Requirements - Student Education P.300-7.00-8 cooperatively developee by the student, the 4 student education plan is This plan is geided by school personnel. :Audent's parents, and desianateo It is student interests and goals. gene:al requirements ane individual of grade one, at the end of fcrmally revieweo, at least, at the beginning Each student's nigh scnool annually thereafter. graces three and six, and four of concentration, which may be as mar\ as clean shall identify an area coal. relatea to tee stuceent's post-secondary to five units, ie a cluster Oieloma General Requirements e300-7.00-9 scnoci oiploma is greeted to a student In Utan's public schools, a nign of and any aaditional requiremencs On eas met Board curriculum requirements tne local school district. Education P3Oe.70C-i0 Requirements for Elementary for elementary education wnicn Tee Boara shall estaplise staraarcs A. Implementation ald general core curriculum. include tne identification of a general core cerrecelum are tne foreal aeeessment of student mastery of tne At a minimum, formal educaticn. resoonsicilities of the local boards of tee completion of the primary grades, assessment shall occur durina or at intemediate during cr at tee completion of tee graae tnree, and again frequent ongoing Informal assessment should accur on a graeest grade six. Provision for remediation for nasis to ensure continual stuaent progress. is required. all stuaents wno do nct achieve mastery Requirea Elementery Core Curriculum: E. 8 ISTCOPYRAHARF REQUIREC ELEMENTARY CORE CURRICULUM GRADES K-6 OPTIONS GENERAL CORE 01. Foreign Language Social Studies Language Arts Introductory Citizenship Reading Principles and Practices writing Speaing Arts Listening Resoonsiole Healthy Lifestyles ,Iathematics Information Technclooy Science All handicapped students are required to demonstrate mastery of the C. If a student's hanCicapping condition precludes the care curriculum. successful demonstration of mastery, tne IEP team, on a case Cy case oasis, .nzly exempt the student or modify the mastery oemonstration to accommodate the student's handicap. Middle ano High School Requirements F110C-700-11 The Board provides general direction and standaros in secondary A. Students in grades seven aro eight must earn a minimum of 12 education. Students in grades nine tnrougn twelve must earn a minimum inits of credit. Cistricts may reauire additional units of credit. of 24 units of creoi:. 7ormal assessment cf student mastery of the general core courses shall occur as a mirinum during ar at the campletion of grades eight, ten, and twelve. Imolementation aro assessnent of stucent mastery of the core courses are the relponsibility of the local bcaro. Middle Education Core Currloulum: B. MIDDLE EDUCATION CORE CURRICULUM 12 UNITS OF CREDIT REQUIRED GRADES 7-6 REDUIREO ELECTIVES 1.5 PLUS GENERAL CORE - 10.5 Units Requirements Setiect Areas LCCAL DISTRICT OPTION 2.0 arguade Arts 2.0 vattxamatios 5,:ience ' .5 Smiai Studies 1.5 1.0 Arts Credit Ootional Information Technology Pesponsthle Healthy Lifestyles Educat 4iddcational Its] COM? AVAILABLE 'ecmology, Life and 1.0 Zarters High School Core Curriculum: C(1) HIGH S:HOCL CORE CJRRICULUM 24 UNITS OF CREDIT REQUIRED GRADES 9-12 GDERAL COPE - 14.5 units PLUS REDUIRED ELECTIVES 9.5 =IMMO Sub'ect Areas Requirements Reauirements Sob:tact Areas SELECTED ELECTIVES LangUage Arts 7.0 9.5 Mathematics 2.0 2.0 Science Iniormation Tecnnology Credit Optional 3.0 Sociv: Studies ArLs 1.5 Risoorsible Healthy 2.0 Liieetyles "ncaticnal Education -..ccupational Preparation 1.0 Any state-approved vocv:ional course. or the vocational core course (7) f,afi11s the vocational eaucation requirement. Selected electives units of crsdit provide a means fcr specialization ;3) related to student interest aho post secondary gcals. Cclleae Entry Cluster: (a) 2.0 units of credit Foreign Language Mathematics 1.0 units of credit 1.0 units of credit Englist Science 1.0 .inits of creait 4.5 uhLts of credit Electives Technolog;/Vonational/:00 Entry Clusters: (t) Select cne: 4.0 units of crodit Tecnnical Emphasis Vocational Emphasis 5.0 units of credit Computer Science .5 units of credit 4.0 - 5.0 units of credit Electives (c) . Informational Technolol.; standards in the Middle Education and Hign D. School core curriculum may be taurpt either ay infusing them into other a mecific class. Infusion reauires tne a:eas of the curriculum or i oiscrict to submit a plan deta-...ling at what level and in whicn class each standard will Pe taught. Dir-ric':s establishing a specific class may offer .5 units of credit. All handicapped studen'.. f,re required to demonstrate mastery of the E. and High Schocl general core. If a ':uurses in the Middle Educst: student's handicapping conaitich p:ecludes the successful demonstration cf by case basis, may 4xemoit tne student or mastery, the IEP team, on a modify the mastery demonstra .on to accommcoate the stuaent's nancicap. curricula vEY: Art X Sec 3 1969 53A-1-402(1))b) 0 53A-1-401(3) 1 lEST COPY Allaitallif