Social Studies
The Social Studies curriculum will prepare all students to live in the global community of the 21st century. This standards-based and developmental curriculum will challenge all students to develop literacy skills, intellectual curiosity, decision-making abilities, and critical and creative higher-order thinking skills. Therefore, all students will be motivated to become active, responsible, and open-minded citizens. The curriculum is designed to allow for a wide variety of learning experiences appropriate to students at each grade level. All students are provided opportunities to demonstrate knowledge and skills in the areas of history, geography, civics, economics, and behavioral sciences.
The major goals of the Social Studies curriculum are to:
Engage students through the inquiry process which includes developing questions and planning inquiry, applying interdisciplinary concepts and tools, evaluating sources and using evidence, and communicating conclusions and taking informed action.
Cultivate essential skills such as gathering and interpreting information from primary and secondary sources as well as electronic media, and to have students demonstrate an understanding of history and social studies issues in written work.
Develop and demonstrate an understanding of cultural contributions from various past and present civilizations.
Foster each student’s understanding of significant events and themes in United States history, world history, and international studies.
Understand the role of Connecticut in major events in United States history.
Social Studies standards are in alignment with the 2015 Connecticut Elementary and Secondary Social Studies frameworks. These frameworks are based on national C3 standards (College, Career, and Civic Life) and require that four major disciplines in social studies be taught:
1. Civics 2. Economics 3. Geography 4. History
The frameworks connect directly with the Connecticut Core Standards (CCS) for English/language arts and literacy in history and social studies. All units share skill standards, but not all standards are embedded in every unit.
Social Studies Units and Skills/Student Outcomes
What students should know and be expected to do by the end of the unit
Foundations of Government and
CT Kid Governor
CT Kid Governor
Explain how groups of people make rules to create responsibilities and protect freedoms
Explain the purpose, structure, and functions of government and law at the local, state, national, and international levels
Describe interactions between citizens and their government in the making and implementation of laws
Understand the rights and responsibilities of citizens
Identify core civic virtues and democratic principles that guide government, society, and communities
Revolutionary War
Create and use a chronological sequence of related events to compare developments that happened at the same time
Compare life in specific historical periods to life today
Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic
Explain why individuals and groups during the same historical period differed in their perspectives.
Explain probable causes and effects of events and developments.
Use evidence to develop a claim about the past.
Explain connections among historical contexts and people’s perspectives at the time.
Access/gather information from a variety of primary and secondary sources including electronic media
Changemakers and Civic Engagement
Demonstrate an ability to participate in social studies discourse through informed discussion, debate, and effective oral presentation
Create and present relevant social studies materials using both print and electronic media
Apply appropriate historical, geographic, political, economic, and cultural concepts and methods in proposing and evaluating solutions to contemporary problems
Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families
Explain how policies are developed to address public problems.
Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).
Additional Resources
Where to go for additional information and support
