History, Social Science and Civics Education in ...



History, Social Science and Civics Education in Massachusetts: Implementation Updates, 2020-2021The table below presents key elements of the 2018 History and Social Science Curriculum Framework passed by the Board of Elementary and Secondary Education and Chapter 296 of the Acts of 2018, An Act to Promote and Enhance Civic Engagement, a law enacted in November 2018 to support its implementation.Following a year of support in 2018-2019, DESE expected schools to begin implementing the History and Social Science Curriculum Framework in the 2019-2020 school year, along with the student-led civics projects. The Department’s expectation is that schools fully implement the civics projects in the 2020-21 school year, which includes engaging all 8th graders in the project as well as providing the project to all students once in high school. High schools may determine at what grade level the projects take place; full implementation in that course or grade level should begin in 2020-2021. Schools will report via SIMS about which students have been provided the project this year.See the next page for frequently asked questions about the student-led, non-partisan civics projects and the expectations for implementation during the 2020-21 school year. Please contact Reuben Henriques, History and Social Science Content Support Lead, at Reuben.F.Henriques@ or (781) 338-6237 with any additional questions, or visit the History, Social Science and Civics webpage for more resources. 2018 History and Social Science Curriculum FrameworkChapter 296 of the Acts of 2018Adopted by the Board of Elementary and Secondary Education on June 26, 2018, the 2018 History and Social Science Curriculum Framework sets forth the skills, competencies and knowledge in history and social science, including civics, that students should attain at each grade or grade cluster from pre-K–12.Specific features of the framework include:Content Standards from pre-K–12 outlining what students should know and be able to do at the end of each grade or grade cluster in history and social science, including civicsStandards for History and Social Science Practice, designed to reflect the work of political scientists, economists, geographers, historians, and ordinary citizens Standards for reading, writing, speaking, and listening in history and social science and civics, drawn from the 2017 English Language Arts and Literacy Curriculum FrameworkA full-year civics course in grade 8, including coursework in news/media literacyContent standards for high school courses, including U.S. History I and II, World History I and II, U.S. Government and Politics, Economics, Personal Financial Literacy, and News/Media Literacy Signed into law by Governor Baker on November 8, 2018, Chapter 296 of the Acts of 2018 is a law to promote and enhance civic engagement and support implementation of the History and Social Science Curriculum Framework.The law includes these provisions:Each public school serving students in grade 8, and each public high school, shall provide not less than 1 student-led, non-partisan civics project consistent with the History and Social Science Curriculum Framework for each studentA Commonwealth Civics Challenge, subject to appropriation, will be available to grade 8 students to showcase student-led civics projects; guidelines for this challenge will be released in Winter 2021, with the first Commonwealth Civics Challenge occurring in the 2022-2023 school year (subject to appropriation) The law also authorizes:A Civics Project Trust Fund to assist with implementing history and social science and civics education, particularly in underserved communities, subject to appropriationPromotion of youth membership on municipal boards, committees and commissions by the Secretary of StateA non-partisan high school voter challenge to be established by the Secretary of State in consultation with DESE.Department of Elementary and Secondary Education Assistance for History, Social Science, and Civics:The Department has worked to provide schools and districts with support for implementation of the Framework and student-led civics projects. All documents marked with an asterisk (*) can be found on the Department’s History, Social Science, and Civics webpage.2018-2019Civics InstituteHistory and Social Science Instructional Support Network and webinarsRegional “Framework on Tour” conveningsCivics Learning ConferenceQuick Reference Guides and other materials to support teaching of the standards*Summer Institute and professional development, covering the entire framework2019-2020Civics Project Guidebook with guidance and exemplars for student-led civics projects* Civics Project NetworkQuick Reference Guide for the student-led, non-partisan civics projects*2020-2021Civics Literacy Conference (held virtually September 2020; session recordings* available November 2020)Updates and additions to the Civics Project Guidebook, include a section on implementing projects remotely*Planning questions and resources based on Guiding Principle 2 to support inclusive, critical, and responsive instruction*Virtual networks including a History and Social Science Leaders Network and a “Civics Projects: Implementation 101” networkFrequently Asked Questions about the Student-Led, Non-Partisan Civics Projects:Where do the new student-led civics projects come from?The student-led civics projects come in the wake of a renewed statewide mission for civics as outlined in the 2018 History and Social Science Curriculum Framework, which emphasize and expand civics education across all grades. These standards-aligned projects were required by Chapter 296 of the Acts of 2018, An Act to promote and enhance civic engagement.What guidance is available for schools and districts implementing the civics projects?The Civics Project Guidebook contains extensive guidance around key aspects of the student-led civics projects. Among other topics, it discusses the defining components of student-led civics projects, explains the six stages of civic action alongside learning objectives and resources for each one, and offers district considerations about the projects. Revisions in November 2020 will add guidance and support around implementing the projects remotely; centering students’ race, identity, and lived experiences as part of the projects; and selecting an appropriate model to embed the projects into a yearlong scope and sequence. Are schools required to provide the projects in the 2020-2021 school year even if they are operating remotely?Yes; the Department’s expectation is that schools fully implement the civics project requirement in the 2020-21 school year, which includes engaging all 8th graders in the project as well as providing the project to all students once in high school. High schools may determine at what grade level the projects take place; full implementation in that course or grade level should begin in 2020-2021. Projects will look and feel different in a remote setting. The way that students collaborate, research, interact with stakeholders, take action, and showcase their findings will need to be adjusted given the constraints of the setting; please see the revised Civics Project Guidebook (available November 2020) for suggested modifications to each stage of the civic action process. The scale or scope of the projects may be different, and students may be working with a greater degree of independence; however, the bottom-line goal for educators to provide an opportunity for students to engage in the six stages of civic action remains the same.Are the projects a graduation or competency requirement? According to Chapter 296, the requirement is on schools to provide students with a civics project once in eighth grade and at one grade level in high school, not on individual students to complete the civics project. It is not a competency requirement. Similarly, this means that as long as high schools are providing the project at one grade level or in a course that is mandatory for all students, they are meeting the requirement.How can students maintain non-partisanship when engaging in civics projects?The legislation dictates that this project be “non-partisan,” meaning projects should not be directed at electoral political or be developed in support of candidates in particular elections. Students may lobby in support of specific bills and direct their efforts at ballot propositions. This project may dive into topics considered ‘political’ but provides an opportunity for students to “engage in civil discourse with those who hold opposing positions.” Schools should support teachers in developing classroom cultures conducive to respectful, evidence-based discussions and in acquiring the necessary skills for facilitating difficult conversations. ................
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