Proposed Guiding Questions, Connecticut Social Studies FrameworkConnecticut State Department of Education - State Social Studies Framework Revision Committee (Working Draft)
May 2, 2005
Standard 1: Historical Thinking
Students will develop historical thinking, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation understanding competing narratives and interpretation; and constructing narratives and interpretations.
Guiding Question:
How does history affect our understanding of the past, present and future?
Standard 2: Local, State and United States History
Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States, World, Connecticut and local history. Education experiences in Grades K-12 will assure that students use historical thinking skills to study important periods with escalating scales of breadth and depth.
Guiding Question:
How does study of historical periods, issues and trends affect our understanding of the past, present and future?
Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
Guiding Question:
How does the study of historical themes help us to understand change over time and adapt and respond to new challenges?
Standard 4: United States Constitution and Government
Students will apply knowledge of the United States Constitution, how the system of government works and how the rule of law and the values of liberty and equality have an impact on individual, local, state and national decisions.
Guiding Question:
How do principles in the United States Constitution impact individual, local, state and national decisions?
Standard 5: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
Guiding Question:
How can citizens shape and influence democratic processes and government?
Standard 6: Political Systems
Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
Guiding Question:
Why do governments exist and how do they work?
Standard 7: International Relations
Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well- being of their community, state and nation.
Guiding Question:
How do global affairs impact the lives of all people?
Standard 8: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
Guiding Question:
How do physical processes shape the Earth’s surface and its ecosystems?
Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
Guiding Question:
How do physical and cultural characteristics of places and world regions affect people?
Standard 10: Human Systems
Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
Guiding Question:
How does human migration, economic activity and political units affect people and their way of life?
Standard 11: Human and Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
Guiding Question:
How does human and environment interaction change our lives?
Standard 12: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
Guiding Question:
How do limited resources affect choices by individuals, households, businesses and governments?
Standard 13: Economic Systems
Students will demonstrate that economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
Guiding Question:
How do different economic systems affect the allocation of goods and services?
Standard 14: Economic Interdependence
Students will demonstrate how the exchange of goods and services by individuals, groups and nations, creates economic interdependence and how trade results in change.
Guiding Question:
How does economic interdependence affect the economic lives of people?
May 2, 2005
Standard 1: Historical Thinking
Students will develop historical thinking, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation understanding competing narratives and interpretation; and constructing narratives and interpretations.
Guiding Question:
How does history affect our understanding of the past, present and future?
Standard 2: Local, State and United States History
Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States, World, Connecticut and local history. Education experiences in Grades K-12 will assure that students use historical thinking skills to study important periods with escalating scales of breadth and depth.
Guiding Question:
How does study of historical periods, issues and trends affect our understanding of the past, present and future?
Standard 3: Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
Guiding Question:
How does the study of historical themes help us to understand change over time and adapt and respond to new challenges?
Standard 4: United States Constitution and Government
Students will apply knowledge of the United States Constitution, how the system of government works and how the rule of law and the values of liberty and equality have an impact on individual, local, state and national decisions.
Guiding Question:
How do principles in the United States Constitution impact individual, local, state and national decisions?
Standard 5: Rights and Responsibilities of Citizens
Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
Guiding Question:
How can citizens shape and influence democratic processes and government?
Standard 6: Political Systems
Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
Guiding Question:
Why do governments exist and how do they work?
Standard 7: International Relations
Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well- being of their community, state and nation.
Guiding Question:
How do global affairs impact the lives of all people?
Standard 8: Physical Systems
Students will use spatial perspective to explain the physical processes that shape the Earth’s surface and its ecosystems.
Guiding Question:
How do physical processes shape the Earth’s surface and its ecosystems?
Standard 9: Places and Regions
Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
Guiding Question:
How do physical and cultural characteristics of places and world regions affect people?
Standard 10: Human Systems
Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
Guiding Question:
How does human migration, economic activity and political units affect people and their way of life?
Standard 11: Human and Environmental Interaction
Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
Guiding Question:
How does human and environment interaction change our lives?
Standard 12: Limited Resources
Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
Guiding Question:
How do limited resources affect choices by individuals, households, businesses and governments?
Standard 13: Economic Systems
Students will demonstrate that economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
Guiding Question:
How do different economic systems affect the allocation of goods and services?
Standard 14: Economic Interdependence
Students will demonstrate how the exchange of goods and services by individuals, groups and nations, creates economic interdependence and how trade results in change.
Guiding Question:
How does economic interdependence affect the economic lives of people?
