K - 12
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Overview
K-12 Social Studies Introduction The social studies content standards provide a set of clear and rigorous expectations for all students. The seven standards clearly define a balanced program of knowledge and skills necessary for active citizenship. The standards are divided into two categories: Content Standards: History People in Societies Geography Economics Government Citizenship Rights and Responsibilities Process Standard: Social Studies Skills and Methods Social Studies Skills and Methods are listed separately as a process standard in order to emphasize their application throughout the social studies program. These skills are meant to be taught as students are learning the content associated with the other standards. Students need to use these skills on a regular basis as they learn content knowledge. The following terms and definitions are used in the document: Standard: An overarching goal or theme. A standard statement describes, in broad terms, what students should know and be able to do as a result of their studies. Benchmark: A specific statement of what a student should know and be able to do at a specific time in his/her schooling. Benchmarks are used to measure a student’s progress toward meeting a standard. Benchmarks are defined for grade bands K-2, 3-5, 6-8, 9-10 and 11-12. Grade-level Indicator: A specific statement of the knowledge and/or skills that a student is expected to demonstrate at each grade level. These indicators serve as checkpoints that monitor progress toward the benchmarks. Making connections among the social studies standards is critical for students. Grade-level indicators from several standards may be grouped together for instruction to help students understand the interconnectedness of the social studies. For example, geographic, economic, social and historic factors often influence the way that political decisions are made. Whenever possible, students should have opportunities to learn social studies in real-world contexts. They should be able to examine artifacts, read primary source materials, engage in authentic experiences and take field trips. Research shows that learning is enhanced when students make meaningful connections between new information that they are learning and their own experiences. Combining social studies instruction with the study of other disciplines such as art and literature helps to reinforce the learning within each discipline. It also helps the students to develop conceptual frameworks which that lead to broader understandings. New technologies enable students to communicate with people in other locations and engage in realistic simulations. Students and teachers have greater access to timely social studies information including primary sources, statistics and maps. Easy access to information requires that students develop skills to enable them to evaluate the reliability and credibility of information. Students learn knowledge and skills from each of the seven standards at every grade, but the content emphasis will vary from grade to grade. For example, the emphasis on geography is greatest in grades five and six and the emphasis on history is greatest in grades seven through ten. The scope and sequence for the social studies standards is described on the following pages, but it is necessary to read the benchmarks and grade-level indicators at each grade band in order to fully understand what students should are expected to learn. |
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Scope and Sequence
Kindergarten: A Child’s Place in Time and Space The kindergarten year is a time for getting acquainted with the school setting and routines. Students begin to understand the importance of rules, responsibility and decision-making. They are introduced to the cultural heritage of the United States and democratic principles through the study of national symbols and holidays. They also learn about other cultures so that they can begin to form concepts about the world beyond their own classroom and community. Grade One: Families Now and Long Ago, Near and Far The first-grade year builds on the concepts developed in kindergarten by focusing on the individual as a member of a family. Students begin to understand how families lived long ago and how they live in other cultures. They develop concepts about how the world is organized spatially through beginning map skills. They build the foundations for understanding principles of government and their role as citizens. Grade Two: People Working Together Work serves as an organizing theme for the second grade. Students learn about jobs today and long ago in the United States and in other parts of the world. They become familiar with biographies of people whose work has made a difference and use historical artifacts as clues to the past. They deepen their knowledge of diverse cultures and begin to understand how cooperation can help to achieve goals. Grade Three: Communities: Past and Present, Near and Far The local community serves as the focal point for third grade as students begin to understand how their community has changed over time and to make comparisons with communities in other places. The study of local history comes alive through the use of artifacts and documents. They also learn how communities are governed and how the local economy is organized. Grade Four: Ohio: Its Past, Its Location, Its Government The state of Ohio is the focus for fourth grade. Students learn about the geography, history, government and economy of their state. They learn about issues and ways that citizens participate in Ohio’s government. Students develop their research skills through individual and group activities. Grade Five: Regions and People of North America The fifth-grade year focuses on the geography of the continent of North America. Students learn how people came to the continent and about the land and resources that they found. Citizenship skills build as students learn about United States history and the democratic government of the United States. Students continue to develop their research skills by obtaining information from multiple sources. Grade Six: Regions and People of the World The sixth-grade year focuses on the study of world regions. The concentration is geographic rather than historic. Students study some of the earliest people who lived in each region in order to understand how humans interacted with the environmental conditions at that time. Connections are made to present-day world regions including characteristics of governments and economic interactions. Grade Seven: World Studies from 1000 BC to 1750: Ancient Civilizations Through the First Global Age In the seventh grade students begin the four-year historical sequence with a study of the ancient world. This study incorporates each of the seven standards into the chronology. Students learn that each historic event is shaped by its geographic setting, culture of the people, economic conditions, governmental decisions and citizen action. Students also expand their command of social studies skills and methods. Grade Eight: United States Studies from 1607 to 1877: Colonization Through Reconstruction The historical sequence continues in the eighth grade with an in-depth study of the early years of our country. This study incorporates each of the seven standards into the chronology. While students are studying a particular historic event in the United States they also look at its geographic settings, economic implications, developments in government and the role of citizens. Grade Nine: World Studies from 1750 to the Present: Age of Revolutions Through the 20th Century Ninth-grade students continue the chronological study of world history. This study incorporates each of the seven standards. As students study historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government. Students gain a deeper understanding of the role of citizens and continue to develop their research skills. Grade Ten: United States Studies from 1877 to the Present: Post-Reconstruction Through the 20th Century Tenth-grade students continue the chronological study of the history of the United States with emphasis on domestic affairs. This study incorporates each of the seven standards. As students study historic eras, they consider the geographic, cultural, economic and governmental changes that have occurred. Students develop a deeper understanding of their role as citizens and continue to expand their command of social studies skills and methods. Grade Eleven: Political and Economic Decisions The focus of the eleventh grade is an in-depth study of the United States government and economy. This study incorporates all seven standards. Students study the historic roots of the political system and how it has changed over time. They continue to develop an understanding of the rights and responsibilities of citizenship, as well as personal economic responsibilities. Grade Twelve: Preparing for Citizenship The twelfth-grade year serves as a capstone in which students apply the knowledge and skills that they have learned during previous grades. It focuses on current events and recent history while allowing students to choose topics of particular interest. Students demonstrate skills necessary for active, effective citizenship. |
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Ohio's K-12
Social Studies Standards History
Students use materials drawn from the
diversity
of human experience to analyze and interpret significant events,
patterns
and themes in the history of Ohio, the United States and the world.
People in Societies Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings. Geography Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world. Economics Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world. Government Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels in order to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare. Citizenship Rights and Responsibilities Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system. Social Studies Skills and Methods Students collect, organize, evaluate and synthesize information from multiple sources in order to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings. |
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available in pdf and/or Word format at the Ohio
Department of
Education Web Site at
http://www.ode.state.oh.us/
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