National Council for the Social Studies (NCSS)

1. ordains TEN themes as guiding frameworks

2. major stakeholder in the development of curriculum & local benchmarks

3. According to NCSS, social studies instruction is the, "integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences" (NCSS, 2010, p. 9)

4. 1.) CULTURE: As a result of the push-pull factors of migration, the United States of America is perhaps the most diverse nation on planet Earth. Beyond a shadow of a doubt, culture is a social construct – humans create, modify, and learn in cultural context. Culture significantly molds belief systems, values, norms, customs, traditions, and systems of knowledge. For all intents and purposes, culture is a fluid onion with multiple layers. When addressing this theme, teachers must help students understand that we are all influenced by cultural perspective and do not operate in social vacuums. Students should be able to recognize that cultural differences are unique expressions of personal heritage. During an exploration of culture, students might ask a variety of questions. For example, student inquiry could examine the function of religion and its role in influencing political ideology. Within the social sciences, culture as a theme is interdisciplinary and appears in several academic disciplines.

5. 2.) TIME, CONTINUITY, & CHANGE: History laden instruction cultivates a disconnect for the majority of students. Needless to say, students at some juncture need to examine historical accounts. To this end, providing personal connections to access history offers a much more engaging point of entry. Herein, social studies instruction should help students understand their historical roots. This is critical to identity development and their ability to navigate spaces within families, communities, institutions, and management of relationships. Ultimately, history is the study about how things were in the past, what changed, and what remains the same. In order to analyze the catalyst for social change, we must visit the past. At the elementary level, it’s imperative that young students learn to segregate reality from fantasy through the examination of empirical data. During this stage of development, students enjoy the meaning making process, which is best achieved from oral histories (cuentos), testimonies, storytelling, historical enactments (Reader’s Theater), puzzles, and deconstructing artifacts.

6. 5.) INDIVIDUALS, GROUPS, & INSTITUTIONS: Society is composed of numerous institutions such as the educational system. Citizens must equip themselves with cultural capital in order to navigate institutions. Institutions are saturated with bureaucratic obstacles and are often organized into different compartments. Our federalist system of government is a prime example of layered institutions. Challenging institutionalized oppression and discrimination requires a critical examination by a socially consciences citizen. In lieu of the red tape, institutions play a significant role in the development of societies and exercise tremendous power. As a result, it’s vital that students understand how institutions are erected, sources of power, how institutions exert social control, and how institutions attempt to mold culture. Sociology, anthropology, and political science are the leading disciplines when addressing Individuals, Groups, and Institutions during social studies instruction.

7. 6.) POWER, AUTHORITY, & GOVERNANCE: Understanding structural power both within the United States and globally is an essential skill that all citizens of the world should develop. Instruction should provide students with opportunities to explore how power is created and how power structures are changed. While addressing this theme, young learners hone their understanding of fairness and justice. As students progress in their academic careers, students begin to question the legitimacy of authority. Eventually, critical consumers are able to identify and comprehend how governments further perpetuate the status quo. Within the scope of Power, Authority, and Governance, students explore civil liberties and differentiate governmental powers and rights ordained to citizens. Additionally, students are better able to understand how political states handle conflicts, address social order, and establish security in their nations. The principles of history, law, and political science guide the strand. Regardless of disciplinary approach, students should understand that citizens empower governmental identities with POWERS to execute social order and RIGHTS are ideological principals of the people

8. 8.) SCIENCE, TECHNOLOGY, & SOCIETY: In the aftermath of the technological revolution, technologies continuously evolved. Since the invention of the wheel, technologies have impacted societal decisions. To some degree, the majority of global societies rely on some form of technology. However, technological discoveries offer societies many questions. For example, which forms of technology are worthy of implementation in the classroom? Often, technologies have unintended consequences beyond the scope of education. Internet safety is a prime example of unanticipated consequences. In a world of rapid change, citizens wrestle to maintain fundamental beliefs and traditional family values embedded. The usage of technological devices at the dinner table is an overt example of this struggle. As a theme, it draws from the hard sciences and reflects disciplines within the humanities. Students at the elementary level learn technological systems that are deeply entangled with the physical environment by studying basic concepts that have significantly evolved in recent history such as refrigerated air, airplanes, automobiles, and media. Eventually, students in the middle school grades and beyond begin to explore controversial technologies such as genetic modification and universal truths within the discipline of physics. This is a perfect opportunity to explore the role of robotics in the production of goods, privacy protection in an era of electronic surveillance, debate the value of genetic engineering, medical technologies that extend life expectancies, and address religious doctrine as it pertains to Science, Technology, and Society.

9. 10.) CIVIC IDEALS & PRACTICES:Civic participation is seminal to any democratic society. However, participation in the democratic process requires an understanding of ideologies and organized practices under the principle of citizenship. Civic Ideals and Practices is the tenth strand enumerated by the National Council for the Social Studies (NCSS). All citizens have a vested interest in synthesizing doctrines across time and space. In order to form a more perfect union, citizens should examine current practices against future outcomes and reflect on the intentions of the founding fathers. Students at the elementary level should be introduced to civic ideals through the practice of ordaining classroom expectations, comparing experiences with diverse ideologies, and how to harmoniously balance individual needs and adequately address those of the whole. Middle school students should be able to identify societal needs and understand the legislative process for public policy. With a critical lens, students at the high school level and beyond analyze the dichotomous relationship between ideologies and practices.

10. established in 1994

11. organization provides national standards for the discipline

12. 4.) INDIVIDUAL DEVELOPMENT & IDENTITY: There are many variables that contribute to the development of identity. For example, culture, family, and institutional philosophies often play in a significant role in the development of identity. Many social scientists study human behavior in order to better understand relationships among people, social norms, and societal influences that mold identity. This social studies theme is deeply entangled with the discipline of psychology, thus personalities should also be addressed during this strand. In addition to psychology, the fields of anthropology and sociology shed light on this theme. As a result of standardization, individuals are expected to learn appropriate behaviors according to cultural context, and moreover subscribe to mainstream expectations. However, this, in my opinion is a slippery slope and forces individuals to endorse specific identities. Far too often, these identities do not resonate with the individual. For example, the educational system continuously reinforces gender roles and this practice is an injustice to members of the LGBTQ community and beyond. Thereby, it’s important that we as educators do not reproduce stereotypes in our learning environments or employ standardized projections of identity.

13. 3.) PEOPLE, PLACES, AND ENVIRONMENTS: As a result of the technological revolution, citizens have the ability to stay connected and informed beyond their local community. Additionally, the global economy demands that production accommodate for people, places, and their environments. By staying informed, students make knowledgeable decisions pertaining to the dichotomy between the environment and humans. This social studies strand provides learners with an organic opportunity to study geography as students develop spatial awareness. Effective practitioners of social studies instruction use this opportunity to infuse science. For example, students will better understand their carbon footprint by exploring the environmental components of this theme. Through the appropriate development of People, Places, and Environment students will be able to disaggregate information as they study how humans interact with both their cultural and physical environments

14. 7.) PRODUCTION, DISTRIBUTION, & CONSUMPTION: The study of economics is critical for the proper examination of political states. The invisible hand and the role of government should be addressed when teaching this theme. This is a fantastic opportunity to explore other economic systems beyond capitalism. For example, students in New Mexico should be provided with an authentic opportunity to synthesize the trading system of El Camino Real. As a strand, four questions are chief to this theme: What items are being produced? How production is organized? How resources are distributed? What systems are most effective in the distribution of resources? Students at the elementary level will learn to differentiate needs and wants, goods and services, markets, and local enterprise. Middle school students expand their understanding of economic principles and apply logical processing to the four fundamental questions. Eventually, students at the high school level and beyond develop a deeper understanding of economic systems and an ability to deconstruct international policy impacting the global economy.

15. 9.) GLOBAL CONNECTIONS: Instruction in the discipline of social studies should provide students with opportunities to study both global connections and interdependence. Frequently, political states demonstrate tension; however, as a result of the global connection many national entities unify with the prospect of locating universal solutions. For example, many nation states seek to protect the environment, protect human rights, develop economically, and ensure health care access. Students at the elementary level should be exposed to a variety of media outlets and draw on personal experiences to increase global awareness and maintain a pulse on current events. Middle school students should learn to examine interactions between political states and explore the complexities of cultures in order to understand international relations. Learners at the high school level and beyond should systematically deconstruct foreign affairs by analyzing political patterns, behaviors, and relationships among coalitions when examining the implications of international policy. The theme that is Global Connections utilizes a variety of academic disciplines, concepts, and resources such as: geography, politics, culture, economics, physical science, natural science, art, language, and literature.