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In-depth
study of topics in each social studies field, in which students make
choices about what to study and discover the complexities of human
interaction.
Emphasis
on activities that engage students in inquiry and problem solving
about significant human issues.
Student
decision making and participation in wider social, political, and
economic affairs, so that they share a sense of responsibility for
the welfare of their school and community.
Participation
in interactive and cooperative classroom study processes that bring
together students of all ability levels.
Integration
of social studies with other areas of the curriculum.
Richer
content in elementary grades, building on the prior knowledge
children bring to social studies topics; this includes study of
concepts from psychology, sociology, economics, and political
sciences, as well as history and geography; students of all ages can
understand, within their experience, American social institutions,
issues for social groups, and problems of everyday living.
Students’
valuing and sense of connection with American global history, the
history and culture of diverse social groups, and the environment
that surrounds them.
Students’
inquiry about the cultural groups they belong to, and others
represented in their school and community, to promote students’
sense of ownership in the social studies curriculum.
Use
of evaluation that involves further learning and that promotes
responsible citizenship and open expression of ideas.
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Cursory
coverage of a lockstep curriculum that includes everything but
allows no time for deeper understanding of topics.
Memorization
of isolated facts in textbooks.
Isolation
from the actual exercise of responsible citizenship; emphasis only
on reading about citizenship or future participation in the larger
social and political world.
Lecture
classes in which students sit passively; classes in which students
of lower ability levels are deprived of the knowledge and learning
opportunities that other students receive.
Narrowing
social studies activity to include only textbook reading and test
taking.
Assumption
that students are ignorant about or uninterested in issues raised in
social studies.
Postponement
of significant curriculum until secondary grades.
Use
of curriculum restricted to only one dominant cultural heritage.
Use
of curriculum that leaves students disconnected from and unexcited
about social studies topics.
Assessments
only at the end of a unit or grading period; assessments that test
only factual knowledge or memorization of textbook information.
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