History–Social Science Framework for California Public Schools

History?Social Science Framework

for California Public Schools

2005 Edition with New Criteria for Instructional Materials

California Department of Education

Created November 16, 2001

History?Social Science

Framework

for California Public Schools Kindergarten Through Grade Twelve

2005 Edition with New Criteria for Instructional Materials

Developed by the History?Social Science Curriculum Framework

and Criteria Committee

Adopted by the California State Board of Education

October 11, 2000

Published by the California Department of Education

California Department of Education

Created November 16, 2001

ii

Publishing Information

On January 8, 2003, the California State Board of Education approved the modified Criteria for Evaluating Instructional Materials in History?Social Science, Kindergarten Through Grade Eight. The members of the State Board at that time were Reed Hastings, President; Joe Nu?ez, Vice President; Robert J. Abernethy; Donald Fisher; Susan Hammer; Nancy Ichinaga; Marion Joseph; and Suzanne Tacheny. The new criteria are included in this edition of the framework. When the History?Social Science Framework for California Public Schools, Kindergarten Through Grade Twelve, 2001 Updated Edition with Content Standards was adopted by the California State Board of Education on October 9, 2000, the members of the State Board were as follows: Monica Lozano, President; Susan Hammer, Vice President; Robert Abernathy; Marian Bergeson; Kathryn Dronenburg; Reed Hastings; Nancy Ichinaga; Carlton Jenkins; Marion Joseph; and Vicki Reynolds. The 2001 framework was developed by the Curriculum Development and Supplemental Materials Commission. (See pages vii?xiv for the names of the members of the commission and the names of others who made significant contributions to the framework.) The 2001 publication was edited by Dixie Abbott, working in cooperation with Thomas Adams, Administrator, Curriculum Frameworks Unit, California Department of Education. It was prepared for printing by the staff of CDE Press. The original painting from which the cover illustration of this edition of the framework was reproduced was painted by Childe Hassam (see below). It was integrated into a cover design by Cheryl McDonald, who also created additional artwork and prepared the layout and design. Typesetting was done by Jeannette Huff. The framework was published by the California Department of Education, 1430 N Street, Sacramento, California 95814-5901. It was printed by the Office of State Publishing and distributed under the provisions of the Library Distribution Act and Government Code Section 11096. ? 2005 by the California Department of Education All rights reserved ISBN 0-8011-1598-1

Ordering Information

Copies of this publication are available for $17.50 each, plus shipping and handling charges. California residents are charged sales tax. Orders may be sent to the California Department of Education, CDE Press, Sales Office, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901; FAX (916) 323-0823. Current information on prices, credit card purchases, and shipping and handling charges may be obtained by calling the Sales Office at (800) 995-4099. Prices on all publications are subject to change. An illustrated Educational Resources Catalog describing publications, videos, and other instructional media available from the Department can be obtained without charge by writing to the address given above or by calling the Sales Office at (916) 445-1260.

Photo Credits

The California Department of Education gratefully acknowledges the following organizations and individuals for the use of the photos that appear in this framework: The Sacramento Bee, photo by Michael Williamson, pp. 1, 2; Harvey Miller, pp. 9, 10, 17, 33, 37; The Bancroft Library, University of California, Berkeley, pp. 14, 42, 158; California Department of Parks and Recreation, pp.16, 56; Franz Jantzen, Collection of the Supreme Court of the United States, p. 19; Constitutional Rights Foundation, Los Angeles, p. 24; San Diego Historical Society Photograph Collection, , p. 48; Donald Kairott, p. 86; National Archives and Records Administration, pp. 100, 125, 140; and Sally Ride, Director, California Space Institute, University of California, San Diego, p. 118 All images are used by permission.

About the Cover Illustration

This painting by Childe Hassam is entitled Allies Day, May 1917. It was a gift of Ethelyn McKinney to the National Gallery of Art in memory of her brother, Glenn Ford McKinney. Painted in 1917, the original of this work was done in oils on canvas and measures 30 1/4 by 36 1/2 inches. Copyright 1996 by the Board of Trustees, National Gallery of Art, Washington, D.C.

California Department of Education

Created November 16, 2001

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Contents

Foreword ......................................................................................................... v

Acknowledgments .......................................................................................... vii

Introduction to the Framework ................................................................... 1

Goals and Curriculum Strands .................................................................... 9

Goal of Knowledge and Cultural Understanding ...................................... 12

Historical Literacy ................................................................................ 12

Ethical Literacy .................................................................................... 14

Cultural Literacy .................................................................................. 15

Geographic Literacy ............................................................................. 16

Economic Literacy ............................................................................... 17

Sociopolitical Literacy .......................................................................... 19

Goal of Democratic Understanding and Civic Values ............................... 20

National Identity ................................................................................. 20

Constitutional Heritage ....................................................................... 22

Civic Values, Rights, and Responsibilities ............................................ 23

Goal of Skills Attainment and Social Participation ................................... 24

Participation Skills ............................................................................... 24

Critical Thinking Skills ........................................................................ 25

Basic Study Skills ................................................................................. 26

Course Descriptions ................................................................................... 27

The United States and World History Courses ......................................... 29

The Primary Curriculum, Kindergarten Through Grade Three ................ 32

Kindergarten--Learning and Working Now and Long Ago ................. 33

Grade One--A Child's Place in Time and Space ................................. 37

Grade Two--People Who Make a Difference ...................................... 42

Grade Three--Continuity and Change ................................................ 48

The Middle Grades Curriculum, Grades Four Through Eight ................. 54

Grade Four--California: A Changing State ......................................... 56

Grade Five--United States History and Geography:

Making a New Nation ..................................................................... 64

Grade Six--World History and Geography: Ancient Civilizations ....... 76

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Created November 16, 2001

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Grade Seven--World History and Geography: Medieval

and Early Modern Times ................................................................. 86

Grade Eight--United States History and Geography:

Growth and Conflict ..................................................................... 100

The Secondary Curriculum, Grades Nine Through Twelve .................... 116

Grade Nine--Elective Courses in History?Social Science .................. 118

Grade Ten--World History, Culture, and Geography:

The Modern World ....................................................................... 125

Grade Eleven--United States History and Geography:

Continuity and Change in the Twentieth Century ........................ 140

Grade Twelve--Principles of American Democracy

(One Semester) .............................................................................. 158

Grade Twelve--Economics (One Semester) ....................................... 169

Criteria for Evaluating Instructional Materials ...................................... 179

Appendixes .............................................................................................. 191

Introduction to the Appendixes .............................................................. 192

Appendix A: Nationalism, Free Markets, and Democracy in the

Contemporary World ......................................................................... 194

Appendix B: U.S. History and Geography .............................................. 204

Appendix C: Religion and the Teaching of History?Social Science ........ 207

Appendix D: The World History Sequence at Grades Six, Seven,

and Ten: Content, Breadth/Depth, and Coverage Issues with

Some Local Options ........................................................................... 212

Appendix E: Examples of Careers in History?Social Science ................... 215

Appendix F: Using Primary Sources in the Study of History .................. 217

Appendix G: Bowling Alone: America's Declining Social Capital ........... 221

Appendix H: History?Social Science and Service-Learning ..................... 233

California Department of Education

Created November 16, 2001

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Foreword

T he History?Social Science Content Standards for California Public Schools, adopted in 1998, demonstrated our state's commitment to providing all students a world-class education. The increasing

complexity of geopolitics reinforces the wisdom of that commitment as our

state's role in the national and international arena expands constantly.

Shifts in historical trends, economic conditions, cultural exchanges, and demographics have created a greater need than ever before for understanding the foundational ideas and philosophy of our country. We want all students to become prepared to participate successfully in events of local, state, national, and international significance. To do so, they need a solid background in history, the social sciences, and the humanities. This framework provides guidance for instruction through which students will understand historical trends and current social, political, economic, and cultural conditions. The framework will help students recognize reasons for optimism as well as reasons for concern. Students should comprehend ideas central to liberty, responsible citizenship, and representative government and how these elements have evolved into institutions and practices that guide their decision making as future voters and leaders. The California Department of Education and its governing and policydetermining body, the State Board of Education, are pleased to present this 2005 edition of the History?Social Science Framework for California Public Schools to support these goals. This edition incorporates California's rigorous academic history?social science content standards, which are the basis for statewide instruction and assessment in history?social science. This edition also includes the evaluation criteria that will guide the primary adoption of history? social science instructional materials (for kindergarten and grades one through eight) to be conducted in 2005. This framework reflects guidance, comments, and thoughts from scholars of history?social science, curriculum experts, and classroom teachers throughout California. Therefore, the document is an essential resource to ensure that all public school students have the opportunity to receive history?social science instruction that is world class. The United States Supreme Court's 1954 decision in Brown v. Board of Education put in place an agenda for public schools: equality of education for all students. As we commemorate the fiftieth anniversary of this decision, we remain committed to that agenda and now recognize that standards-based

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Created November 16, 2001

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education is a fundamental tool in creating equality. This framework (with the academic content standards) needs to be consistently implemented by educators at all levels so that students will be prepared to live knowledgeably, thoughtfully, and constructively within a promising yet uncertain world. Chief Justice Earl Warren's sentiments of 50 years ago apply equally well in our present day:

. . . it is doubtful that any child may reasonably be expected to succeed in life if . . . denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms. We are confident that this framework, along with the other standards-based frameworks, will serve as a basis for providing equal education to all students.

Sincerely,

JACK O'CONNELL

State Superintendent of Public Instruction

RUTH E. GREEN

President, State Board of Education

California Department of Education

Created November 16, 2001

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Acknowledgments

W

hen the Criteria for Evaluating Instructional Materials in History?Social Science, Kindergarten Through Grade Eight, were adopted by the California State Board of Education on

January 8, 2003, the following persons were serving on the Board:

Reed Hastings, President, Los Gatos

Joe Nunez, Vice President, Stockton

Robert Abernethy, Los Angeles

Donald Fisher, San Francisco

Susan Hammer, San Jose

Nancy Ichinaga, Los Angeles

Marion Joseph, Menlo Park

Suzanne Tacheny, Los Angeles

Members of the Curriculum Commission serving at the time the Criteria were recommended for approval to the State Board were:

Sue Stickel, Chair, Elk Grove Unified School District

Leslie Schwarze, Vice Chair, Novato, California

Norma Baker, Inglewood Unified School District

Catherine Banker, Upland, California

William Brakemeyer, Fontana Unified School District

Mary Coronado Calvario, Sacramento Unified School District

Edith Crawford, San Juan Unified School District

Milissa Glen-Lambert, Los Angeles Unified School District

Lora Griffin, Sacramento City Unified School District

Sandra Mann, San Diego City Unified School District

Julie Maravilla, Los Angeles Unified School District

Veronica Norris, Tustin, California

Dale Webster, Los Angeles Unified School District

Karen Yamamoto, Washington Unified School District

Members of the History?Social Science Subject Matter Committee of the Curriculum Commission responsible for overseeing the development of the Criteria for Evaluating Instructional Materials in History?Social Science, Kinder garten Through Grade Eight were:

Karen Yamamoto, Chair, Washington Unified School District

Milissa Glen-Lambert, Vice-Chair, Los Angeles Unified School District

Norma Baker, Inglewood Unified School District

Edith Crawford, San Juan Unified School District

Dale Webster, Los Angeles Unified School District

Note: The titles of commission and committee members were current at the time the various editions of the framework were being prepared.

California Department of Education

Created November 16, 2001

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