Evaluate a single Curriculum framework for one subject for grades 6-12
The curriculum framework of history-social science for kindergarten throughgrade twelve is an effort to strengthen education system by building on thebest practices contained within previous frameworks. The revised frameworkfocuses on the chronological study of history. Placed in its geographicsetting, history establishes human activities in time and place. Historyand geography are the two great integrative studies of the field. Whileexploring the past and present, students should recognize that events andchanges occur in a specific time and place, that historical change has bothcauses and effects and life is bounded by the constraints of place."History and geography are the two great integrative studies of the field[of social studies]......Throughout this curriculum, the importance of thevariables of time and place, when and where, history and geography, isstressed repeatedly". (John J. Patrick, Geography in US History: ATeacher's Guide, Bloomington, IN: Agency for Instructional Technology,The curriculum framework is planned as both an integrated and correlatedapproach to the teaching of history-social science. The teacher is e
Students must become familiar with thebasic ideas of the major religions and the ethical traditions of each timeand place, while studying world history. As the time allotted to history-social science instructions are very short in these grades, this frameworkproposes enrichment of the curriculum for these grades to hold the interestof children in the subject. This type of literature helps to emphasize the method, people sawthemselves, their ideas and values, their fears and dreams and the way,they interpreted their own times. Thestudents should learn the kind of behavior, which is necessary for thefunctioning of a democratic society. This framework stresses on the importance of studying major historicalevents and periods in depth as opposed to superficial skimming of hugeamounts of material. " (History-Social Science Framework forCalifornia Public Schools Kindergarten Through Grade Twelve, UpdatedEdition with Content Standards, 2001)Just as the United States has always been a nation of many differentcultural groups, California has also been a state of many differentcultural groups. They should be given opportunities tolead and to follow. Students should learn through the study ofcontroversial issues, both in history and in current affairs, that peoplein a democratic society have the right to disagree and differentperspectives and judgments should be based on reasonable evidence and noton bias and emotion. " (History-SocialScience Framework for California Public Schools Kindergarten Through GradeTwelve, Updated Edition with Content Standards, 2001)This curriculum framework promotes the development of civic and democraticvalues as an integral element of good citizenship among the students. The sequential development ofinstruction that proceeds chronologically through the grades will minimizegaps in students' knowledge and avoid unnecessary repetition of materialamong grades. Through newspapers, court decisions and speeches thatrepresent different views, these controversies can be better explained. The world history course should integrate the study of history with theother humanities. Students should learn to detect bias in print and visual media; to reachconclusions based on solid evidence; and to think critically, creatively,rationally to avoid stereotyping of group members; to recognize illogicalthinking and to guard against propaganda. Within the context of this framework, history is broadly interpreted toinclude not only the political, economic and social arrangements of a givensociety but also its beliefs, religions, culture, arts, architecture, law,literature, sciences and technology.
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