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New Jersey Core Curriculum Content Standards

May 1996

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Social Studies Standards And Progress Indicators
Standard 6.5:
All Students Will Acquire Historical Understanding Of Varying Cultures Throughout The History Of New Jersey, The United States, And The World

Descriptive Statement: Because we live in an interdependent world, students should be aware of the variety of approaches used by different cultures to define and meet their basic needs. Students should understand the impact of different cultures and civilizations at specific times and over time, and be aware of cultural similarities as well as differences. As students become more aware of varying cultures, they are more likely to understand themselves, the diversity and cultural values of others, and people in their own communities and in other parts of the world.

In order to ensure that students share a common core of knowledge, by the end of their school experience students should have studied all five of the major periods in United States history cited in Social Studies Standard 6.3. In addition, students should have studied all seven of the World History periods cited in Social Studies Standard 6.3. School districts are encouraged to define the balance among materials from Western, Asian, African, and other world cultures in each of these periods. Furthermore, several suggested themes are included among the history standards to enhance and enrich the study of history.

Cumulative Progress Indicators

By the end of Grade 4, students:


Identify common elements found in different cultures.


Describe ways that family members, teachers, and community groups influence students' daily lives.


Describe the customs of people from different geographic, cultural, racial, religious, and ethnic backgrounds.


Describe the influence of technology in daily life.


Understand material artifacts of a culture.


Examine particular events, and identify reasons why individuals from different cultures might respond to them in different ways.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:


Analyze differences and similarities among cultures.


Analyze the influence of various cultural institutions, such as family, religion, education, economic and political systems, on individual decision-making.


Understand the customs of people from different geographic, cultural, racial, religious, and ethnic backgrounds.


Analyze the political, social, economic, and technological factors which cause cultural change.


Analyze how different cultures deal with conflict.


Analyze how customs are transmitted in cultures.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:


Analyze the mutual influences among different cultures throughout time.


Understand views held by people in other times and places regarding issues they have faced.


Interpret how various cultures have adapted to their environments.


Analyze how beliefs and principles are transmitted in a culture.


Understand the multiple influences of gender, family background, religion, ethnicity, socioeconomic position, and nationality as the bases for analysis of individual identity.


Evaluate the mutual influence of technology and culture.


By the end of their school years, students should have studied, within the periods outlined above, a designated number of the following specific themes:

The history of religion; the history of literature; the history of the arts; the history of education; the history of law; the history of popular culture; the history of philosophy and political and social thought.



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