Standard
6.1:
All Students Will Learn Democratic Citizenship And How To
Participate In The Constitutional System Of Government Of
The United States |
Standard
6.2:
All Students Will Learn Democratic Citizenship Through The
Humanities, By Studying Literature, Art, History And Philosophy,
And Related Fields |
Standard
6.3:
All Students Will Acquire Historical Understanding Of Political
And Diplomatic Ideas, Forces, And Institutions Throughout
The History Of New Jersey, The United States, And The World
|
|
Descriptive Statement:
Social studies must promote civic and democratic principles
so that students become informed and active citizens.
Before students can make informed decisions, they must
have a knowledge of the United States Constitution and
the constitutional system of the United States Government.
Students should participate actively in constructive public
action, including registering to vote, and should seek
ways to contribute based on the rights and privileges
afforded all citizens.
Building upon knowledge and skills gained in the preceding
grades, by the end of grade 12, students: |
Descriptive Statement:
The humanities, history,
literature, the arts, philosophy, law and related fields
of study, enrich students' understanding of the human
experience. They form a body of knowledge about human
experience that is
indispensable to informed civic participation in our democratic
society. They enable students to recognize the moral and
ethical dilemmas which have brought us to the present,
and to project where our choices may lead in the future.
Through reading, writing, viewing and discussing humanities
materials, students develop a knowledge base for understanding
the complexities of American and world cultures. The humanities
also equip students with a set of conceptual tools needed
to engage in informed civic discourse about how to resolve
conflicts between diverse cultures within our democratic
society.
Building upon knowledge and skills gained in the preceding
grades, by the end of grade 12, students: |
Descriptive Statement:
History is the study of the human past: society's
memory of where it has been, what it values, and how decisions
of the past have contributed to present conditions. History
deals with chronological sequences, continuity and change,
the multiple causes and effects of historical phenomena,
and changing interpretations of the past. Historical inquiry
enables students to evaluate evidence and analyze events,
fostering informed decision-making and thoughtful reflection.
In order to ensure that students share a common core
of knowledge, by the end of their school experience students
of United States history should have studied all five
of the following major periods in history: The
Colonial Period (to 1763)
The Revolution and Early National Period (to 1820)
The Age of Civil War and Reconstruction (to 1870)
Industrial America and the Era of World Wars (to 1945)
The Modern Age.
In addition, students of World History should have studied
all seven of the following World History Periods:
Prehistory (to 2000 BC)
The Ancient World (to 500 BC)
The World of Hemispheric Interactions and the "Middle
Ages" (to 1400)
The Age of Global Encounters (to 1700)
The Age of Revolutions (to 1850)
The Age of Imperialism and World War (to 1950)
The Modern World.
School districts are encouraged to define the balance
among materials from Western, Asian, African, and other
world cultures materials in each of these periods. Furthermore,
several suggested themes are included among the history
standards to
enhance and enrich the study of history.
Building upon knowledge and skills gained in the preceding
grades, by the end of grade 12, students: |
|
Cumulative Progress Indicators
| 12. |
Explain the origins and interpret the
continuing influence of key principles embodied in
the United States Constitution. |
| 13. |
Analyze the balance between the rights
and responsibilities of citizens, and apply the analysis
to understanding issues facing society in New Jersey
and the United States. |
| 14. |
Locate, access,
analyze, organize, and apply information about view. |
| 15. |
Analyze the roles of the individual and the government
in promoting the general welfare of the community
under our Constitution. |
| 16. |
Analyze the functioning of government processes,
such as elections, in school, town, or community projects. |
|
Cumulative Progress Indicators
| 9. |
Give examples of historical, literary,
and artistic works which have
influenced society in the past and present, and identify
their effect on our understanding of basic human rights. |
| 10. |
Examine the relationship between the
beliefs and life circumstances of a writer, artist,
and philosopher, and that person's creative work. |
| 11. |
Compare artistic and literary interpretations of
historical events with accounts of the same events
that aim at objectivity. |
|
Cumulative Progress Indicators
| 9. |
Understand the complexity
of historical causation. |
| 10. |
Analyze how and why different historians
may weigh causal factors differently, and why historical
interpretations change over time. |
| 11. |
Compare and contrast divergent interpretations
of historical turning
points, using available evidence. |
| 12. |
Understand the views of people of other times and
places regarding the issues they have faced. |
| 13. |
Synthesize historical facts and interpretations
to reach personal
conclusions about significant historical events. |
| 14. |
Analyze and formulate policy statements
demonstrating an
understanding of issues, standards, and conflicts
related to universal human rights. |
|
