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 8
Content Statement Strand CPI# Cumulative Progress Indicator (CPI)
Active citizens in the 21st century:
  • Recognize the causes and effects of prejudice on individuals, groups, and society.
  • Recognize the value of cultural diversity, as well as the potential for misunderstanding.
  • Critically analyze media to assess different viewpoints and detect bias, opinion, and stereotypes.
  • Listens open-mindedly to views contrary to their own.
  • Collaboratively develop and practice strategies for managing and resolving conflict.
  • Demonstrate understanding of democratic values and processes.
  • Recognize that the actions or inactions of individuals, groups, and nations can have intended and unintended consequences.
  • Challenge unfair viewpoints and behavior by taking action.
  • Make informed and reasoned decisions.
  • Accept decisions that are made for the common good.
A. Civics, Government, and Human Rights
6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion.                                                                                                                          
6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that addresses a public issue, and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature).                                                                                                                          
6.3.8.A.3 Collaborate with international students to deliberate about and address issues of gender equality, child mortality, or education.                                                                                                                          
B. Geography, People and the Environment
6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action.                                                                                                                          
C. Economics, Innovation, and Technology
6.3.8.C.1 Contact local officials and community members to obtain information about the local school district or municipal budget and assess budget priorities.                                                                                                                          
D. History, Culture, and Perspectives

Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society. 

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.