Core Curriculum Content Standards

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NJ World Class Standards
Content Area: Social Studies
Content Area Social Studies
Standard 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Grade Level By the end of grade 12
Content Statement Strand CPI# Cumulative Progress Indicator (CPI)
Active citizens in the 21st century:
  • Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives.
  • Analyze sources of prejudice and discrimination and propose solutions to eliminate them.
  • Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.
  • Critically analyze information, make ethical judgments, and responsibly address controversial issues.
  • Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.
  • Make informed and reasoned decisions and accept responsibility for the consequences of their actions and/or inactions.
  • Take actions that result in a more just and equitable society.
A. Civics, Government, and Human Rights
6.3.12.A.1 Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials.                                                                                                                          
6.3.12.A.2 Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal.                                                                                                                          
B. Geography, People and the Environment
6.3.12.B.1 Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.                                                                                                                          
C. Economics, Innovation, and Technology
6.3.12.C.1 Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders.                                                                                                                          
D. History, Culture, and Perspectives

Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights.

Social Studies Skills Table

Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?
Social Studies Skill K-4 5-8 9-12
Chronological Thinking
  • Place key historical events and people in historical eras using timelines.
  • Construct timelines of the events occurring during major eras.
  • Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.
  • Explain how the present is connected to the past.
  • Explain how major events are related to one another in time.
  • Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape.
Spatial Thinking
  • Determine locations of places and interpret information available on maps and globes.
  • Select and use various geographic representations to compare information about people, places, regions, and environments.
  • Construct various forms of geographic representations to show the spatial patterns of physical and human phenomena.
  • Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and environments.
  • Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.
  • Relate current events to the physical and human characteristics of places and regions.
Critical Thinking
  • Distinguish fact from fiction.
  • Compare and contrast differing interpretations of current and historical events.
  • Distinguish valid arguments from false arguments when interpreting current and historical events.
  • Identify and use a variety of primary and secondary sources for reconstructing the past (i.e., documents, letters, diaries, maps, photos, etc.).
  • Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.
  • Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias.
Presentational Skills
  • Use evidence to support an idea in a written and/or oral format.
  • Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.
  • Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format.