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South Carolina Social StudiesAcademic StandardsMick Zais, Ph.D.State Superintendent of EducationSouth Carolina Department of EducationColumbia, South Carolina2011
ContentsAcknowledgments. iiiIntroduction .1Social Studies Standards Page Format .5Grade-Level Standards for Social StudiesGrades K–3Kindergarten. Foundations of Social Studies: Children as Citizens .7Grade 1. Foundations of Social Studies: Families .12Grade 2. Foundations of Social Studies: Communities .17Grade 3. South Carolina Studies .22Grades 4–5Grade 4. United States Studies to 1865 .29Grade 5. United States Studies: 1865 to the Present .36Grades 6–8Grade 6. Early Cultures to 1600 .45Grade 7. Contemporary Cultures: 1600 to the Present .53Grade 8. South Carolina: One of the United States .61High School Course Standards for Social StudiesWorld Geography (Elective) .73World History from 1300: The Making of the Modern World (Elective) .85United States History and the Constitution (Required) .99Economics (Required) .115United States Government (Required) .121Appendix A. Social Studies Literacy Skills for the Twenty-First Century .127Appendix B. Social Studies Standards Glossary .131Appendix C. Revised Bloom’s Taxonomy .136ii
AcknowledgmentsSouth Carolina owes a debt of gratitude to the following individuals for their expertise anddedication in the development of the South Carolina Social Studies Academic Standards 2011document:SOUTH CAROLINA DEPARTMENT OF EDUCATIONThe academic standards in this document were revised under the direction of Valerie Harrison,EdD, Deputy Superintendent, Division of Standards and Learning, and Cathy Jones, UnitLeader, Office of Standards and Support. The following South Carolina Department ofEducation staff members were instrumental in the design and development of this document:PROFESSIONAL STAFFSUPPORT STAFFLewis HuffmanEducation AssociateOffice of Standards and SupportRebecca BrownAdministrative SpecialistOffice of AssessmentChanda RobinsonEducation AssociateOffice of Standards and SupportJeanna HonoréAdministrative SpecialistOffice of Standards and SupportLeslie Skinner, PhDEducation AssociateOffice of AssessmentThe South Carolina Department of Education is grateful to the members of the South Carolinasocial studies academic standards writing and review panels for their assistance in reviewing andrevising the 2005 South Carolina Social Studies Academic Standards. The following individualsserved on those panels:WRITING PANELRicky BlackmanDistrict Social Studies CoordinatorClover School DistrictEmily ManigaultDistrict Social Studies CoordinatorRichland County School District TwoNatalie BrandonSocial Studies TeacherHunter Street Elementary SchoolYork County School District OneWilliam ―Bill‖ McCormickEconomics TeacherBlythewood High SchoolRichland County School District TwoPaula BurgessDistrict Social Studies Coordinator (K–5)Greenville County School DistrictHelen MeyersPresident, South Carolina EconomicsUniversity of South CarolinaMarsha CommodoreSocial Studies TeacherChester Park Elementary School of InquiryChester County School DistrictJerry Mitchell, PhDDirector, South Carolina Geographic AllianceUniversity of South Carolinaiii
WRITING PANELStan CowanDistrict Social Studies CoordinatorAnderson School District FiveCynthia Sanders, EdDDistrict Social Studies CoordinatorOrangeburg Consolidated School District FiveMartha DialSocial Studies TeacherHickory Grove–Sharon Elementary SchoolYork School District OneBrenda Schoolfield, PhDDivision of Social ScienceBob Jones UniversityJane Eason, EdDDistrict Social Studies Coordinator (6–12)Richland County School District OneTracee SimpsonSocial Studies TeacherGettys Middle SchoolPickens County School DistrictHale EdwardsSocial Studies TeacherRiverside Middle SchoolGreenville County School DistrictGarrett WalkerDistrict Social Studies CoordinatorDorchester School District TwoBarbara HairfieldDistrict Social Studies CoordinatorCharleston County School DistrictThomas ―Buck‖ WallUnited States History TeacherHillcrest High SchoolGreenville County School DistrictKathy HoganDistrict Social Studies CoordinatorLexington-Richland School District FiveLarry Watson, PhDChair, Department of Social SciencesSouth Carolina State UniversityValinda Littlefield, PhDDirector, African American StudiesUniversity of South CarolinaREVIEW PANELMary BosticDistrict Social Studies Coordinator (K–5)Richland School District OneCrystal LedfordSocial Studies TeacherJames F. Byrnes Freshman AcademySpartanburg County School District FiveSonya BryantSocial Studies TeacherLaurens High SchoolLaurens School District Fifty-FiveDanielle LennonSocial Studies TeacherGold Hill Middle SchoolFort Mill School District FourAmy ClarkSocial Studies TeacherGateway Elementary SchoolGreenville County School DistrictBarbara MagwoodSocial Studies TeacherSouth Kilbourne Elementary SchoolRichland County School District Oneiv
REVIEW PANELStephen CorsiniSocial Studies TeacherIrmo Elementary SchoolLexington Richland School District FiveMark McAbeeSocial Studies TeacherPelion High SchoolLexington County School District OneEdward FalcoEducation Associate, Environmental EducationSouth Carolina Department of EducationAndy PoseySocial Studies TeacherR. H. Fulmer Middle SchoolLexington County School District TwoMelanie GaddySocial Studies TeacherForestbrook Middle SchoolHorry County School DistrictThomas RiddleDistrict Social Studies Coordinator (6–12)Greenville County School DistrictCarolyn HellamsSocial Studies TeacherLexington High SchoolLexington County School District OneWardie SandersSocial Studies TeacherHartsville High SchoolDarlington County School DistrictMike JensonSocial Studies TeacherWalhalla High SchoolOconee County School DistrictMary WilliamsSocial Studies TeacherMellichamp Elementary SchoolOrangeburg Consolidated School District FiveLynn KuykendallSocial Studies TeacherClinton Elementary SchoolLaurens County School District Fifty-Sixv
IntroductionSouth Carolina Social Studies Academic Standards contains the revised academic standards insocial studies for South Carolina students from kindergarten through grade 12. A field review ofthe first draft of these standards was conducted from September 2010 through January 2011, andfeedback from that review has been incorporated into this document. Because a workingknowledge of government, geography, economics, and history is essential for informed,participatory citizenship in a democracy, the theme for these standards is civic education. Thefinal draft was presented to the State Board of Education on May 12, 2011.The South Carolina Department of Education (SCDE) developed these standards and theindicators utilizing the following sources: South Carolina Social Studies Academic Standards, published by the SCDE in 2005. South Carolina English Language Arts Standards, published by the SCDE in 2008. South Carolina Financial Literacy Standards, developed by the SCDE. The national standards documents for social studies, geography, political science, history,economics, and English language arts:Common Core State Standards for English Language Arts. 2010. Common Core StateStandards Initiative. -language-artsstandards.Expectations of Excellence: Curriculum Standards for Social Studies. 1994. Washington,DC: National Council for the Social Studies.Geography for Life: The National Geography Standards. 1994. Washington, DC: NationalGeographic Society.National Curriculum Standards for Social Studies: A Framework for Teaching, Learning,and Assessment. 2010. Washington, DC: National Council for the Social Studies.National Standards for Civics and Government. 1994. Calabasas, CA: Center for CivicEducation. Available online at http://www.civiced.org/index.php?page stds.National Standards for History. 1996. Los Angeles: National Center for History in theSchools.Voluntary National Content Standards in Economics. 1997. New York: National Council onEconomic Education. The published social studies standards of other states, including California, Colorado,Minnesota, New York, North Carolina, Ohio, and Wisconsin.1
Published resources on the content and design of grade-level and high school academicstandards:Anderson, Lorin W., and David R. Krathwohl, eds. A Taxonomy for Learning, Teaching, andAssessing: A Revision of Bloom’s Taxonomy of Educational Objectives. 2001. New York:Allyn and Bacon.Citizens for the 21st Century: Revitalizing the Civic Mission of Schools. 2006. Arlington,VA: National Association of State Boards of Education.Finn, Chester E., Jr., Michael J. Petrilli, and Liam Julian. 2006. The State of State Standards2006. Washington, DC: Thomas B. Fordham Institute.Framework for 21st Century Learning. 2011. Tucson, AZ: Partnership for 21st Century Skills.http://www.p21.org/index.php?option com content&task view&id 254&Itemid 120.Kendall, John S., and Robert J. Marzano. 2004. Content Knowledge: A Compendium ofStandards and Benchmarks for K–12 Education. 4th ed. Aurora, CO: McREL.Marzano, Robert J., and John S. Kendall. 1996. A Comprehensive Guide to DesigningStandards-Based Districts, Schools and Classrooms. Aurora, CO: McREL.Mead, Walter Russell. The State of State World History Standards. 2006. Washington, //www.heartland.org/custom/semod policybot/pdf/19524.pdf.Stern, Sheldon M., and Jeremy A. Stern. 2011. The State of State U.S. History Standards2011. Washington, DC: Thomas B. Fordham Institute. Available online 11/20110216 SOSHS/SOSS HistoryFINAL.Understanding University Success: A Project of the Association of American Universitiesand the Pew Charitable Trusts. 2003. Eugene, OR: Center for Educational PolicyResearch. Available online at ess/Wiggins, Grant, and Jay McTighe. 2005. Understanding by Design. 2nd ed. Alexandria, VA:Association for Supervision and Curriculum Development. The 2010 recommendations of the Education Oversight Committee (EOC) panels on socialstudies standards review/revision.Academic StandardsIn accordance with the South Carolina Educational Accountability Act of 1998, the purpose ofacademic standards is to provide the basis for the development of local curricula and statewideassessment. Consensually developed academic standards describe for each grade and high schoolcore area the specific areas of student learning that are considered the most important forproficiency in the discipline at the particular level.2
The academic standards in this document are not sequenced for instruction and do not prescribeclassroom activities, materials, or instructional strategies, approaches, or practices. SouthCarolina Social Studies Academic Standards is not a curriculum.Statewide AssessmentThe social studies standards in grades 3 through 8 will be the basis for development of the socialstudies test questions for the Palmetto Assessment of State Standards (PASS). Likewise, thesocial studies standards for United States History and the Constitution (USHC) will be used todevelop assessments for the End-of-Course Evaluation Program (EOCEP).The EOCEP and PASS will be based on the standards and indicators at each grade level and willsample from the indicators. While the EOCEP and PASS will measure the content of thestandard, the questions will not exceed the scope and intent of the indicators associated with thatstandard.Definitions of Key Terms Academic standards. Statements of the most important, consensually determinedexpectations for student learning in a particular discipline. In South Carolina, standards areprovided for each grade from kindergarten through grade 8, high school required courses,and selected electives. Enduring Understanding. Enunciated by Grant Wiggins and Jay McTighe in their 2005volume Understanding by Design, enduring understandings are ―The specific inferences thathave lasting value beyond the classroom‖:Enduring understandings are central to a discipline and are transferrable to newsituations. For example, in learning about the rule of law, students come to understandthat ―written laws specify the limits of a government’s power and articulate the rights ofindividuals, such as due process.‖ This inference from facts, based on big ideas such as―rights‖ and ―due process,‖ provides a conceptual unifying lens through which torecognize the significance of the Magna Carta as well as to examine emergingdemocracies in the developing world.Because such understandings are generally abstract in nature and often not obvious,they require uncoverage through sustained inquiry rather than one-shot coverage. Thestudent must come to understand or be helped to grasp the idea, as a result of work. Ifteachers treat an understanding like a fact, the student is unlikely to get it. (p. 342) Indicators. Specific statements of the content (knowledge and skills) and cognitive processesthat the student must demonstrate in order for him or her to meet the particular grade-level orhigh school core-area academic standard. Indicators provide essential guidance for ongoingassessment.The verbs in the indicators identify specific aspects of a cognitive process as described in thetaxonomy shown in appendix C. Use of the revised Bloom’s taxonomy will allow teachers toidentify the kind of content (knowledge) addressed in the indicators (as factual, conceptual,procedural, or metacognitive) and will help teachers align lessons with both the content andthe cognitive processes identified in the indicators. The majority of the indicators in social3
studies address conceptual knowledge and are categorized as understanding, which fosterstransfer and meaningful learning rather than rote learning and memorization. Social Studies Literacy Skills for the Twenty-First Century. Found in appendix A, thesesocial studies literacy skills are the tools, strategies, and perspectives that are necessary forthe student’s understanding the social studies content to be taught at each grade level. Theseskills begin at the kindergarten level and progress to graduation with developmentallyappropriate iterations of the same skill being further honed at each grade band. While themajority of these skills can be utilized in the teaching of each standard, the most appropriateskills for the standard have been selected from the chart and are repeated in a bulleted listthat appears in a framed box in the lower half of each standard’s page. Glossary. Important yet less well-known terms appear in boldface type throughout thestandards and the indicators and are defined in the glossary.Revised Organization and Content of the Social Studies Standards DocumentThe organization of the South Carolina social studies standards document has been modifiedfrom the 2005 document in the following ways:A. An ―Enduring Understanding‖ statement has been added for each standard. This statementidentifies and briefly explains the main idea or central concept inherent in the standard thatstudents should understand and be able to transfer to new learning and situations.B. A chart titled ―Social Studies Literacy Skills for the Twenty-First Century‖—a continuumenunciating the skills, tools, and strategies required for students to understand the overarching perspectives and principles that are essential for literacy in the various disciplines ofsocial studies—has been added in appendix A. The continuum is divided into four levels:kindergarten through grade 3, grades 4 through 5, grades 6 through 8, and high school.While the majority of these skills can be utilized in the teaching of every standard, the mostappropriate skills for each particular standard have been selected from the chart and arelisted at the bottom of the individual standard page, following the indicator statements.C. Standards are provided for nine grade levels (kindergarten through grade 8) and threerequired high school courses: United States History and the Constitution, Economics, andUnited States Government. Standards, which may be used as guidelines, have also beenincluded for two elective courses, World History from 1300: The Making of the ModernWorld and World Geography.Social Studies Curriculum Support DocumentThe SCDE will develop a revised curriculum support document after these social studiesstandards have been adopted by the State Board of Education. Local districts, schools, andteachers can use that document to construct a standards-based curriculum, adding or expandingtopics they feel are important and organizing the content to fit their students’ needs andmaterials.4
Social Studies StandardsPage FormatThis is the descriptive theme for all of theacademic standards for grade 1.This is the first academic standard for grade 1—the central expectation for student learning in thisparticular context.This is the ―enduring understanding‖ that framesthe goal of the first academic standard for grade 1—the overriding concept for the student tocomprehend, remember, and transfer to newsituations in life.These are the four indicators for the first academicstandard for grade 1—statements delineating theknowledge and skills that the student must acquireand demonstrate.These are the three social studies skills for thetwenty-first century that are most appropriate forthe first academic standard at this grade level—thetools, strategies, and perspectives that are necessaryfor the student’s understanding the social studiescontent to be taught at this grade level.5
Grade-LevelStandards for Social StudiesGRADES K–36
KINDERGARTENFoundations of Social Studies:Children as CitizensSocial studies in kindergarten focuses on those aspects of living that affect the children and theirfamilies. The classroom serves as a model of society in which decisions are made with a sense ofindividual responsibility and with respect for the rules by which we all must live. The studentslearn about the nature of their physical environment—home, school, neighborhood, and town,including how the people in their community provide goods and services. They also learn aboutthe role of families now and in the past; the need for rules and authority; and the values ofAmerican democracy as reflected in the traditions and history of the nation.Instruction should utilize the social studies literacy skills for the twenty-first century that
taxonomy shown in appendix C. Use of the revised Bloom’s taxonomy will allow teachers to identify the kind of content (knowledge) addressed in the indicators (as factual, conceptual, procedural, or metacognitive) and w
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