The Framework is a blueprint for local social studies curriculum development. It integrates social studies’ core concepts, conceptual understandings, and content requirements with the New York State learning standards (Frequently asked questions, n.d.). In order to be ready for civic engagement, higher education, and the workforce, students should acquire the sociological imagination and historic thinking abilities represented by the Social Studies Practices throughout their K–12 education (Frequently asked questions, n.d.). The emphasis of education and learning for every grade level should be on critical ideas which are representative of enduring understandings and are related to the standards. The purpose of crucial concepts is to discuss broad social studies viewpoints, trends, and problems. About two to seven intellectual understandings support the broader key idea. The group of social studies topics that need to be emphasized in teaching and learning is represented by the fundamental principles and conceptual understandings taken together.
Instead of focusing on the Jeopardy-style social studies classrooms of the past where students remembered dates and names, the Common Core Standards for social studies emphasize social studies abilities. The new standards emphasize teaching students to grasp different points of view when studying different historical periods. The Common Core Standards also mandate that students compile evidence to back up their beliefs throughout history and, in doing so, develop their worldview. The Common Core ELA Standards and even the Next Generation Science Standards align with this strategy. Reading, writing, and conversation in the social sciences and history may all be emphasized and promoted through the adoption of the Common Core State Standards inside the social studies classroom.
These conceptual and skill-based standards outline for instructors and students the literacy abilities they must acquire and exhibit while reading informational literature. They can act as the central, overarching questions that push and compel students to construct and make decisions, write and generate informational texts, and conduct knowledge-building and knowledge-presentation research. Standards may also encourage students to think imaginatively about the unique narratives they might create and share that employ historical fiction to describe and clarify historical events, concepts, and figures. The reading and writing standards will assist learners in developing and demonstrating the capacity to communicate and share what they have learned about a specific topic in historical past or social studies.
A social studies curriculum will resemble a more collaborative setting underneath the Common Core Standards, where students may argue what they perceive in a historical photograph or analyze the language of a letter written by a World War I soldier. Students are increasingly looking for reliable internet sources of information rather than remembering names and dates to obtain proof about what occurred during particular historical periods and comprehend the diverse perspectives on the continuing tale of our globe. In other words, rather than just digesting material, students are engaging with it. Under the Common Core Standards, students should no longer believe that their teacher is the only one who knows the answer to a question about history. Instead, they are now encouraged to conduct their research, find credible information, comprehend the material in context, and share their results with their peers. Students are composing and reading differently than they did in the past because of the Common Core Standards in the history classroom. Students may be instructed to examine other people’s opinions and write about them instead of completing a paper about a cultural issue, supporting their work with proof from sources. Students read with a purpose when they study history.
Reference
Frequently asked questions. (n.d.). New York State Education Department. Web.