Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org
Civics or Citizenship Education Standards and Curriculum Frameworks
September 2010
This report highlights selected state standards and/or curriculum frameworks with an explicit link to
civics or citizenship education.
Alabama
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
Alabama Social Studies Course of Study
includes content standards for representative
democracy, law, personal economics and
civic responsibility, which includes language
about (1) "civic problem-solving" including
identifying a problem, gathering information,
generating possible solutions, developing and
implementing an action plan; and (2)
evaluating the responsibilities of citizens,
including civic responsibilities such as
obeying the law, paying taxes, being
informed, participating in the political
process through such activities as voting,
working in a campaign, holding office,
attending rallies, writing letters and
petitioning. Students are also expected to
discuss the influence of the media on voters
and consumers. 7th-grade focus is on
citizenship; 12th-grade focus is on American
government.
Social Studies Course of Study prescribes a
course sequence that includes one semester
on Citizenship at grade 7 and one semester
on American Government at grade 12. The
Course of Study (the standards) encompasses
four program goals that lead toward civic
responsibility: historical, geographic,
economic and political literacy. The Course of
Study includes a position statement
supporting the use of service-learning.
rev. 09/2008
rev. 09/2008
Alaska
Content standards adopted for listed subjects
which include government and citizenship.
(04 AAC 04.140) Government and Citizenship
Content Standards (not grade-level
standards) include language about
participatory skills such as discussing public
issues, building consensus, becoming
involved in political parties and campaigns,
voting, recognizing the value of community
In 1994, the Alaska Board of Education
adopted standards for the social studies
disciplines of government/citizenship,
geography and history. "Regardless of
discipline designation, all of the social
sciences share essential characteristics and
relate to three organizing principles, one of
which is Civic Competence and Global
Stewardship: All are concerned with civic
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 1
Arizona
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
service. Alaska's Performance
Standards/Grade Level Expectations for
Alaska History are divided into four central
themes, one of which is "Individual
Citizenship, Governance and Power." Alaska
History Standards are aligned with existing
Alaska Content Standards for social studies.
competence and global stewardship. This
principle encompasses concerns for oneself,
others, and the environment as expressed
through active and informed participation in
public issues." Alaska Department of
Education and Early Development, Social
Studies Framework, Chapter 3: Content.
rev. 09/2008
rev. 09/2008
Civics and Government Strand of the Social
Studies Standard: "The goal of the civics
strand is to develop the requisite knowledge
and skills for informed, responsible
participation in public life; to ensure, through
instruction, that students understand the
essentials, source, and history of the
constitutions of the United States and
Arizona, American institutions and ideals
(ARS 15-710). Students will understand the
foundations, principles, and institutional
practices of the United States as a
representative democracy and constitutional
republic. They will understand the
importance of each person as an individual
with human and civil rights and our shared
heritage in the United States. Students will
understand politics, government, and the
responsibilities of good citizenship.
Citizenship skills include the capacity to
influence policies and decisions by clearly
communicating interests and the ability to
build coalitions through negotiation,
compromise, and consensus. In addition,
students will learn that the United States
influences and is influenced by global
interaction." Adopted by State Board of
Education 9/26/05 and updated 5/22/06.
No
rev. 09/2008
rev. 09/2008
Arkansas
Content Standards for the K-8 Civics Strand of
the Social Studies Curriculum Framework
focus on Government and Citizenship.
Citizenship is one of the strands in the grades
9-12 Social Studies Curriculum Frameworks
for Civics for Core Curriculum, Civics and
Civics/American Government courses. All
One of the strands in the K-8 Social Studies
Curriculum Framework is civics, under which
are two standards. Government: Students
shall develop an understanding of the forms
and roles of government, and Citizenship:
Students shall develop an understanding of
the rights and responsibilities of citizens.
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 2
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
three courses include examination of the
"importance of civic participation in the
democratic process."
Standards in the Citizenship strand of the
Civics and Civics/American Government
courses: Students shall examine citizenship
and examine the rights, responsibilities,
privileges and duties of citizens.
rev. 09/2008
rev. 09/2008
California
The introduction to the California HistorySocial Science Content Standards refers to
"the rights and obligations of citizenship."
Emphasis within the standards is on
understanding, analyzing and explaining the
functions and structures of government and
the political process, and not on practicing
citizenship skills beyond the classroom.
rev. 09/2008
The California History-Social Science
Framework is based on the California HistorySocial Science Content Standards. The
framework encourages discussion of
controversial issues; emphasizes the
importance of "the application of ethical
understanding and civic virtue to public
affairs," including "the individual
responsibility and behavior that create a
good society [and] the individual's role in
how society governs itself"; and encourages
"the development of civic and democratic
values as an integral element of good
citizenship." The framework provides
opportunities for student participation in
school and community service programs and
activities and also includes an appendix on
service-learning.
rev. 09/2008
Colorado
The social studies standards "outline the
knowledge and skills needed to help young
people develop the ability to make informed
and reasoned decisions for the public good as
citizens of a culturally diverse, democratic
society in an interdependent world."
Standard 4 is Civics. "Civics teaches students
the complexity of the origins, structure, and
functions, of governments; the rights, roles
and responsibilities of ethical citizenship; the
importance of law; and the skills necessary to
participate in all levels of government."
(Colorado Academic Standards, Social
Studies, Adopted December 2009)
The Colorado Academic Standards include
Prepared Graduate Competencies, High
School and Grade Level Expectations,
Evidence Outcomes, and 21st Century Skills
and Readiness Competencies. Prepared
Graduate Competencies in the Civics
standard are: 1) "Analyze and practice rights,
roles, and responsibilities of citizens," and 2)
"Analyze the origins, structure, and functions
of governments and their impacts on
societies and citizens."
rev. 05/2010
rev. 05/2010
Connecticut
Contained within social studies curriculum
framework.
Civics and government K-12 content
standards: (5) Students will apply knowledge
of the U.S. Constitution, how the U.S. system
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 3
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
rev. 09/2008
of government works and how the rule of law
and the value of liberty and equality have an
impact on individual, local, state and national
decisions. (6) 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. (7) Students will
explain that political systems emanate from
the need of humans for order, leading to
compromise and the establishment of
authority. (8) Students will demonstrate an
understanding of how the major elements of
international relations and world affairs
affect their lives and the security and wellbeing of their community, state and nation.
The framework includes performance
standards for K-4, 5-8 and 9-12 under each
content standard.
rev. 09/2008
Delaware
The introduction to the content standards in
the State of Delaware Social Studies
Curriculum Framework includes the
statement, "The unifying objective of this
course of studies is preparing young people
to become informed and active citizens, who
accept their responsibilities, understand their
rights, and participate actively in society and
government." There are four standards,
relating to government, politics, citizenship
and participation, with grade-cluster-specific
expectations for each, and sample activities:
1. Students will examine the structure and
purposes of governments with specific
emphasis on constitutional democracy. 2.
Students will understand the principles and
ideals underlying the American political
system. 3. Students will understand the
responsibilities, rights, and privileges of
United States citizens. 4. Students will
develop and employ the civic skills necessary
for effective, participatory citizenship.
Delaware has end-of-grade cluster
benchmarks and performance indicators for
each grade span, in addition to sample
questions and activities in the content
standards.
rev. 09/2008
rev. 09/2008
District of
Learning Standards "integrate the four major
Learning Standards "define the knowledge,
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 4
Columbia
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
disciplines of history, geography, economics,
and politics and government. They are not
presented in separate strands, although
grade 6 focuses on geography and grade 12
focuses on government, including U.S. and
Washington, DC, governments." For example,
in grade 2, "Students describe the rights and
responsibilities of citizenship." In grade 8,
"Students understand the foundation of the
American political system and the ways in
which citizens participate in it."
concepts and skills that students should
acquire at each grade level." Social Studies K8 Learning Standards cover four main areas:
history, geography, economics and civics. In
each grade, students focus on different ideas
within the main areas. The Standards and
Learning Activities for K-8 include a Broad
Concept, performance standards and
examples of classroom activities.
rev. 09/2008
rev. 09/2008
Florida
The Sunshine State Standards are
benchmarked at pre-K-2, 3-5, 6-8 and 9-12.
Includes two "Government and the Citizen"
standards at each grade span. Standard #2 is:
"The student understands the role of the
citizen in American Democracy." The
standards also include social studies gradelevel expectations for grades K-8.
There are suggested course descriptions for
6th-12th grade basic and exceptional
education in social studies that include civics,
government and politics, "The American
Political System: Process and Power," etc.
rev. 09/2008
The State Board of Education must review
the Sunshine State Standards and replace
them with the Next Generation Sunshine
State Standards by December 31, 2011.
"Social studies standards must establish
specific curricular content for, at a minimum,
geography, United States and world history,
government, civics, economics, and
humanities. The standards must include
distinct grade level expectations for the core
content knowledge and skills that a student is
expected to have acquired by each individual
grade level from kindergarten through grade
8. The social studies standards for grades 9
through 12 may be organized by grade
clusters of more than one grade level." (Fla.
Stat. § 1003.41)
rev. 09/2008
Georgia
Georgia has revised their former content
standards into the Georgia Performance
Standards. "The performance standard
incorporates the content standard and
expands upon it by providing three additional
Curriculum maps are an instructional plan, a
collection of unit frameworks, performance
tasks, examples of student work and teacher
commentary. Curriculum maps organize the
standards for a course around unit focuses.
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 5
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
items: suggested tasks, sample student work,
and teacher commentary on that work.
Performance standards provide clear
expectations for assessment, instruction, and
student work." The standards are organized
around strands of history, geography, civics
and economics. Standards are grade-specific
kindergarten through grade 8, then coursespecific for grades 9-12. Standards in
American Government/Civics address such
topics as constitutional government, roles,
separation and powers of the three branches
of government, civil rights and liberties,
participation in civic life and the United
States Congress.
Under each unit focus, there are connecting
themes (for example, Distribution of Power)
that are used to tie units together. Units are
connected with large, enduring themes (for
example, "The student will understand that
distribution of power in government is a
product of existing documents and laws
combined with contemporary values and
beliefs.")
rev. 09/2008
rev. 09/2008
Hawaii
Social Studies content standards include:
"Standard 4: Political Science/Civics:
Governance, Democracy and Interaction—
Understand the purpose and historical
impact of political institutions, the principles
and values of American constitutional
democracy, and the similarities and
differences in government across cultural
perspectives." "Standard 5: Political
Science/Civics: Participation and
Citizenship—Understand roles, rights
(personal, economic, political), and
responsibilities of American citizens and
exercise them in civic action."
Benchmark Maps are intended for use with
the Hawaii Content and Performance
Standards. The state benchmark maps are a
quarterly sequence of clustered benchmarks
to be covered within a grade level or course.
rev. 09/2008
rev. 09/2008
Idaho
The five standards for Social Studies include a
dedicated K-12 standard for Civics and
Government and another for Global
Perspectives with articulated learning
objectives for all grades / social studies
courses.
No
rev. 09/2008
rev. 09/2008
Illinois
Illinois Learning Standards Goal 14:
"Understand political systems, with an
emphasis on the United States." Under the
goal are 6 Learning Standards, each linked to
5 developmentally-appropriate performance
Learning Benchmarks are included in the
standards framework. "In general,
benchmarks for the early grades represent
basic skills. Later benchmarks building
complexity and rigor from one level to the
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 6
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
standards (Learning Benchmarks). Students
who meet the standards understand "basic
principles of the United States government,"
"the structures and functions of the political
systems of Illinois, the United States, and
other nations," "election processes and
responsibilities of citizens," "the roles and
influences of individuals and interest groups
in the political systems of Illinois, the United
States, and other nations," "United States
foreign policy as it relates to other nations
and international issues," and "the
development of United States political ideas
and traditions."
next, culminating in deep understandings
demonstrated through complex
performances." For example, the Early High
School framework for Standard C,
Understand election processes and
responsibilities of citizens, is "Describe the
meaning of participatory citizenship (e.g.
volunteerism, voting ) at all levels of
government and society in the United
States."
rev. 09/2008
The Illinois Learning Standards are
supplemented with Social Science
Performance Descriptors for grades 1-5 and
6-12, classroom assessments and samples of
student work to help teachers align
curriculum to the ILS. The classroom
assessments include such topics as
"democracy is cool," "solving environmental
problems," "civic and personal
responsibilities," "public policy and the
government," "interpreting political
cartoons," and "defending political
positions."
rev. 09/2008
Indiana
For the classes of 2009 and 2010, the General
High School Diploma requires 4 credits in
social studies, including 2 in United States
history and 1 in U.S. government. (511 IAC 67-6.1)
No
rev. 09/2008
Beginning with the class of 2011 and beyond,
students must complete requirements for
the Core 40 or the Core 40 with Academic
Honors Diploma. To graduate with less than
Core 40, a formal opt out process must be
completed. Both the Core 40 Diploma (511
IAC 6-7.1-5) and the Core 40 with Academic
Honors Diploma (511 IAC 6-7.1-6) require 6
credits of social studies, including 2 credits in
United States history and 1 in U.S.
government.
rev. 09/2008
Iowa
"On April 25, 2008, the Iowa legislature
approved mandating the Iowa Core
The Iowa Social Studies Core Curriculum is
structured around five core social studies
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Page 7
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
Curriculum for all students in grades 9-12 by
2012 and grades K-8 by 2014. The Iowa Core
Curriculum (also known as Model Core
Curriculum) provides local school districts
and nonpublic schools a guide to delivering
instruction based on consistent, challenging
and meaningful content to students. The
curriculum identifies the essential concepts
and skill sets for literacy, mathematics,
science and social studies, as well as 21st
century learning skills (civic literacy, financial
literacy, technology literacy, health literacy,
and employability skills)." Iowa Department
of Education
content areas, one of which is Political
Science/Civic Literacy. For each area,
knowledge and skills have been identified
and defined in terms of detailed
understandings that students should be able
to apply. For example, Political Science/Civic
Literacy includes the rights and
responsibilities of citizenship and the value of
civic action, study of the Constitution and
local, state and federal governments, and law
and public policy.
rev. 09/2008
rev. 09/2008
Kansas
Mission Statement: "The Kansas Standards
for History and Government, Economics and
Geography enable students to actively
participate as informed citizens, to build a
foundation of continuous knowledge, to
acquire a working knowledge and
understanding of these disciplines, and to
enrich their lives." Kansas Curricular
Standards for History and Government,
Economics and Geography include standards,
benchmarks and indicators. The Standard
and Benchmarks are the same for all grades,
with grade-appropriate Knowledge and/or
Application Indicators by grade level. The
Civics-Government Standard deals with
"governmental systems of Kansas and the
United States and other nations with an
emphasis on the United States Constitution,
the necessity for the rule of law, the civic
values of the American people, and the
rights, privileges, and responsibilities of
becoming active participants in our
representative democracy." Benchmarks
cover the rule of law, shared ideals and
diversity of American society, the U.S.
constitution, active civic participation and
various systems of governments.
Kansas Curricular Standards for History and
Government, Economics and Geography
include a curricular framework. The
"document focuses on knowledge and skills
related to the human experience and is
intended as a framework for curriculum,
instruction, assessment, and teacher
preparation." Indicators are marked if they
are included on the Kansas Social Studies
Assessment.
rev. 09/2008
rev. 09/2008
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Page 8
Kentucky
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
Kentucky's social studies standards are
contained in the High School Program of
Studies for Social Studies and are organized
around five strands, one of which is
Government and Civics: "The study of
government and civics equips students to
understand the nature of government and
the unique characteristics of American
representative democracy, including its
fundamental principles, structure, and the
role of citizens ..." Kentucky's Academic
Expectations for social studies Standard 2.14
is "Students understand the democratic
principles of justice, equality, responsibility,
and freedom and apply them to real-life
situations." Standard 2.15 addresses "rights
and responsibilities of citizens in a
democracy." Learning Goal 4 supports
community service as a vehicle to help
students become "responsible members of a
family, work group, or community."
"Transformations" is a comprehensive guide
containing teaching and assessment models,
strategies to link learning to real-life
situations and across content areas, and
processes for local curriculum teams to
design curriculum. The Kentucky Department
of Education also publishes an
Implementation Manual for the Program of
Studies, which includes social studies.
rev. 09/2008
The Combined Curriculum Document (CCD) is
a resource created by the Kentucky
Department of Education to show the
connection between the Academic
Expectations (what students should know
and be able to do as a result of their school
experience), the Program of Studies (the
minimum required content standards
students shall be taught to meet the high
school graduation requirements), and the
Core Content for Assessment Version 4.1 (the
content that is appropriate to be included on
the state assessment).
rev. 09/2008
Louisiana
The Louisiana Content Standards Task Force
identified five "foundation skills" that "should
apply to all students in all disciplines." The
5th is citizenship: "The application of the
understanding of the ideals, rights, and
responsibilities of active participation in a
democratic republic that includes working
respectfully and productively together for the
benefit of the individual and the community;
The Louisiana Department of Education
provides the Louisiana Comprehensive
Curriculum to every district in the state. The
curriculum is aligned with state content
standards, as defined by grade-level
expectations (GLEs), and organized into
coherent, time-bound units with sample
activities and classroom assessments to guide
teaching and learning.
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 9
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
being accountable for one's choices and
actions and understanding their impact on
oneself and others; knowing one's civil,
constitutional, and statutory rights; and
mentoring others to be productive citizens
and lifelong learners." The citizenship and
government standard is "Students develop
an understanding of the structure and
purposes of government, the foundations of
the American democratic system, and the
role of the United States in the world, while
learning about the rights and responsibilities
of citizenship." There are benchmarks for K-4,
5-8 and 9-12. (LAC 28:CXXI)
rev. 09/2008
rev. 09/2008
Maine
"The Learning Results identify the knowledge
and skills essential to prepare Maine students
for work, for higher education, for
citizenship, and for personal fulfillment"
(State of Maine Learning Results). The
Learning Results Guiding Principles indicate
that each student should develop as "a
responsible and involved citizen [who]
recognizes the power of personal
participation to affect the community and
demonstrates participation skills." (State of
Maine Learning Results)
One of the goals for students included in the
Guiding Principles for the Maine Learning
Results: Parameters for Essential Instruction
is that each student must leave school as "a
responsible and involved citizen." "The
revised Learning Results: Parameters for
Essential Instruction reflect the knowledge
and skills essential for college, career, and
citizenship in the 21st century." (Maine
Learning Standards and Guidelines)
rev. 09/2008
"Students will learn the constitutional
principles and the democratic foundations of
national, state, and local systems and
institutions. Further, students will learn how
to exercise the rights and responsibilities of
participation in civic life and to analyze and
evaluate public policies. This understanding
entails insight into political power, how it is
distributed and expressed, the types and
purposes of governments, and their
relationships with the governed. Political
relationships among the United States and
other nations are also included in this
content area." (Maine Civics and Government
Standards)
rev. 09/2008
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 10
Maryland
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
The political science standard reads:
"Students will understand the historical
development and current status of the
fundamental concepts and processes of
authority, power, and influence, with
particular emphasis on democratic skills and
attitudes necessary to become responsible
citizens." (COMAR 13A.04.08.01)
Based on the content standards, the
Voluntary State Curriculum was developed
for K-8, Government and US History.
rev. 09/2008
rev. 09/2008
Massachusetts
Standards contained in curriculum
frameworks. The commissioner of education
is directed to develop academic standards for
core subjects including history and social
science. ... "The standards shall provide for
instruction in at least the major principles of
the Declaration of Independence, the United
States Constitution, and the Federalist
Papers." (ALM GL ch. 69, § 1D)
History and Social Science Curriculum
Framework includes civics and government
content and skill benchmarks for each grade
K-7. There are benchmarks for a 12th-grade,
elective course in American Government,
including those under the heading, "Roles of
Citizens in the United States."
rev. 09/2008
rev. 09/2008
Michigan
The social studies standards are included in
the Social Studies Curriculum Framework.
The Vision Statement describes social studies
as "the integrated study of the social sciences
to prepare young people to become
responsible citizens" and defines responsible
citizenship according to each of the content
strands in the Social Studies Curriculum
Framework.
rev. 09/2008
The Social Studies Curriculum Framework
includes strands on Civic Perspective, Public
Discourse and Decision Making, and Citizen
Involvement. The "Civic Perspective" strand
includes "purposes of government," "ideals
of American democracy," "democracy in
action," etc. The "Public Discourse and
Decision Making" strand includes "identifying
and analyzing issues" and "persuasive
writing." (Michigan Curriculum Framework)
rev. 09/2008
Minnesota
Social studies, including history, geography,
economics, and government and citizenship,
is one of the subject areas with required
academic standards for state accountability.
(Minn. Stat. §120B.021)
Minnesota's Social Studies Standards feature
a strand dedicated to Government and
Citizenship. The strand includes the following
sub-strands: "Civic values, skills, rights and
responsibilities;" "Beliefs and Principles of
United States Democracy;" "Roots of the
Republic;" and "Governmental Institutions
The Social Studies Alignment Form assists
districts to build their own framework using
the Minnesota Social Studies Standards and
corresponding Benchmarks. The form
includes empty columns for Curriculum and
Assessments to be completed by districts.
(Minnesota Department of Education Social
Studies Web page)
rev. 09/2008
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 11
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
and Processes of the United States."
(Minnesota Social Studies Standards)
rev. 09/2008
Mississippi
Standards are implied in the Mississippi
Social Studies Framework and Guide.
rev. 09/2008
"The over-arching goal of the 2004
Mississippi Social Studies Framework and
Guide is citizenship education in order to
foster the development of life-long,
responsible, accountable, global citizens in a
democratic society." (Preface, p. 5)
Mississippi's social studies framework
includes four competency strands (civics,
history, geography, and economics), which
are integrated in all courses within the K-12
curriculum. The scope of social studies
curriculum begins narrowly and progresses
from individuals, family, neighborhood,
community, local, national, and international.
The curriculum includes several electives
such as Problems in Democracy, Minority
Studies, Community Service Learning,
Personal Leadership, Local Culture, Law
Related Education, and Local Resources
Studies. Districts may also choose to design
one or more courses as a "field experience."
Elective courses are meant to emphasize
"citizenship, academic subjects, skills, and
values." (2004 Mississippi Social Studies
Framework and Guide)
rev. 09/2008
Missouri
Missouri's Show Me Standards include
performance and content standards. Social
studies standards include study of
constitutional democracy; state and national
history, economic concepts, geography,
relationships between individuals and
government institutions. (5 CSR 50-375)
rev. 09/2008
Missouri's Framework for Curriculum
Development in Social Studies is organized
around the Show Me Standards, five
academic disciplines/perspectives and four
fundamental questions, which relate to
governance systems, individual and group
interaction, events in this and other places,
and the conditions of individuals and society.
rev. 09/2008
Montana
Content Standard 2: "Students analyze how
people create and change structures of
power, authority, and governance to
understand the operation of government and
No
rev. 09/2008
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 12
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
to demonstrate civic responsibility."
Standards include a four level rubric for
assessing student proficiency. (Mont. Admin.
R. 10.54.6020-6023)
rev. 09/2008
Nebraska
"Social studies promotes civic competence
through the integrated study of the social
sciences and humanities. The primary
purpose of social studies is to help young
people make informed and reasoned
decisions for the public good as citizens of a
culturally diverse, democratic society in an
interdependent world." Social studies
standards are arranged around ten themes
and include suggested course outline. (94
NAC 4)
Nevada
"The mission of the social studies is to
develop capable citizens who are
empowered with knowledge, skills, and
attitudes enabling them to make informed
decisions in a culturally diverse and
interdependent world." (Nebraska K-12
Social Studies Framework).
Standards are organized by grades K-1, 2-4,
5-8 and 9-12 and include suggested Example
Indicators. (92 NAC 10 Appendix D)
The Framework contains a strategic plan for
social studies in Nebraska, social studies
themes including "questions to articulate
content and skills," and suggested activities.
According to the Strategic Plan, "social
studies develops responsible, active citizens
in a democratic society."
rev. 08/2009
rev. 09/2008
The Nevada State Social Studies Standards
include History, Geography, Economics, and
Civics. For grades 6 8 and 9 12, standards
are "grade banded" to allow districts
flexibility in curriculum. The standards
encompass four Social Studies Skills, one of
which is Civic Participation, which "includes
the skills necessary to prepare students to be
active, informed, and literate citizens. These
skills are an integral part of the study of
social studies and are taught as an integral
part with the content standards." Civics
content standards address Citizenship and
the Law, The Federal System: U.S., State, and
Local Governments, The Political Process and
Global Relations. (Nevada State Social Studies
Standards)
The Nevada State Social Studies Standards
include "a recommended scope and
sequence to provide school districts and
teachers with a framework that promotes
the teaching of a well balanced social studies
curriculum." (Nevada State Social Studies
Standards)
rev. 09/2008
rev. 09/2008
New Hampshire
Standards are contained in the K-12 Social
Studies Curriculum Framework, organized
around five content strands which include
curriculum standards. Strands are Civics,
The K-12 Social Studies Curriculum
Framework is organized in three parts:
themes, essential skills and content strands.
Ten themes "serve as a way of finding
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 13
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
Economics, Geography, New Hampshire and
United States History, and World History and
Contemporary Issues. (New Hampshire K-12
Social Studies Curriculum Framework)
meaningful ways of addressing the standards
and expectations and, perhaps more
importantly, as a way of using the
frameworks to encourage higher-order
thinking." Examples of themes are Civic
Ideals, Practices and Engagement;
Individualism, Equality and Authority; and
Patterns of Social and Political Interaction.
Essential skills foster critical thinking and
decision-making. Content strands include a
statement of purpose, several curriculum
standards and suggested grade level
expectations for grades 2, 4, 6, 8 and 12.
(New Hampshire K-12 Social Studies
Curriculum Framework)
rev. 09/2008
rev. 09/2008
New Jersey
Revised social studies content standards
were adopted in 2009, with implementation
of revised curricula scheduled for September
1, 2012. There are three social studies
standards: Standard 6.1 U.S. History: America
in the World; Standard 6.2 World
History/Global Studies; and Standard 6.3
Active Citizenship in the 21st Century.
Standards now incorporate 21st Century
skills. Each standard has four organizing
strands, one of which is Civics, Government
and Human Rights. (New Jersey Core
Curriculum Content Standards for Social
Studies)
rev. 09/2008
Curriculum framework is incorporated into
the Social Studies Content Standards. There
are three social studies standards: Standard
6.1 U.S. History: America in the World,
Standard 6.2 World History/Global Studies,
and Standard 6.3 Active Citizenship in the
21st Century. Standards now incorporate
21st century skills. Each standard has four
organizing strands, one of which is Civics,
Government and Human Rights. Content
Statements elaborate by grade levels P, K-4,
5-8 and 9-12 the important content that
should be included in the curriculum for each
standard. Cumulative Progress Indicators list
learning activities by content and grade span.
(New Jersey Core Curriculum Content
Standards for Social Studies)
rev. 09/2008
New Mexico
"New Mexico content standards with
benchmarks and performance standards for
social studies are mandated for students in
grades K-12." (6.29.11.6 NMAC)
The state board is required to adopt content
and performance standards for grades one
through twelve in social studies. (N.M. Stat.
Ann. § 22-2C-3)
"Strand 3: Civics and government. Content
"The Social Studies Content Standards,
Benchmarks and Performance Standards is a
spiraling framework in the sense that many
skills, once introduced, develop over time.
While the Performance Standards are set
forth at specific grade levels, they do not
exist as isolated skills; each exists in relation
to others and these Social Studies Standards
are for all students." (New Mexico Social
Studies Content Standards and Benchmarks:
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 14
State standards include civics or citizenship
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Curriculum frameworks include civics or
citizenship education
standard 3: Students demonstrate
understanding of the ideals, rights and
responsibilities of citizenship; demonstrate
understanding of the content and history of
the founding documents of the United States,
with particular emphasis on the United States
and New Mexico constitutions and how
governments function at local, state, tribal,
and national levels." (6.29.11.8 NMAC) The
content standard has grade-span
benchmarks (K-4, 5-8 and 9-12) and
performance standards for each grade K-8,
and for grades 9-12.
Introduction and Curriculum Framework)
rev. 09/2008
The standards are based on 5 "Guiding
Principles" having to do with building skills
over time; the importance of content from
the humanities and social sciences; respect
for individual differences, human and civil
rights, and students' shared heritage; and the
importance of formative and summative
assessments. Guiding Principle 4 is "Social
studies provides a setting and a frame of
reference from which current events and
public policy issues directly impact student
interest and commitment to the study of
social studies content." Standards focus on
explaining, analyzing and evaluating, but do
not support active citizenship outside the
classroom. Guiding Principle 1, however,
does state that "social studies can enhance
job opportunities, encourage civic
participation, and enrich private life after
students complete high school." (New
Mexico Social Studies Content Standards and
Benchmarks: Introduction and Curriculum
Framework)
rev. 09/2008
New York
Learning Standards for Social Studies,
Standard 5: Civics, Citizenship, and
Government. "Students will use a variety of
intellectual skills to demonstrate their
understanding of the necessity for
establishing governments; the governmental
system of the United States and other
nations; the U.S. Constitution; the basic civic
Learning Standards for Social Studies includes
sample tasks teachers can use to teach the
standards and course syllabi for all social
studies courses, including a required 12thgrade "Participation in Government" course.
(Social Studies Resources Guide with Core
Curriculum)
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 15
State standards include civics or citizenship
education
values of the American constitutional
democracy; and the roles, rights, and
responsibilities of citizenship, including
avenues of participation." (Social Studies
Resources Guide with Core Curriculum) and
(8NYCRR § 100.1)
Curriculum frameworks include civics or
citizenship education
rev. 09/2008
rev. 09/2008
North Carolina
The school board is directed to "develop a
comprehensive plan to revise content
standards and the standard course of study
in the core academic areas of reading,
writing, mathematics, science, history,
geography, and civics." (§115C-12)
The North Carolina Standard Course of Study
contains civics standards. Each grade level
starts with a list of strands addressed and
includes a series of "competency goals." Civic
education is implemented in the third and
tenth grades, and includes a strand
addressing "government and active
citizenship."
The tenth grade curriculum, entitled "Civics
and Economics," puts forth a vision for
students to "acquire the skills and knowledge
necessary to become responsible and
effective citizens in an interdependent
world" and to operate as "informed decisionmakers." Competency Goal 4 asserts that
"the learner will explore active roles as a
citizen at the local, state, and national levels
of government." Competency Goal 10
indicates that "the learner will develop,
defend, and evaluate positions on issues
regarding the personal responsibility of
citizens in the American constitutional
democracy." (North Carolina Standard Course
of Study)
The Social Studies Standard Course of Study
(effective 2003-04 school year) includes a
recommended course sequence and
competency goals at each grade level,
aligned with the course sequence. The
introduction supports the National Council
for the Social Studies idea of "citizenship
education as the primary purpose of K12
social studies" and argues that an effective
program "prepares students to make
decisions based on democratic principles"
and "leads to citizen participation in public
affairs." The Course of Study recommends
citizenship courses in 3rd and 10th grades.
American government is an elective course.
"The State Board (of Education) shall
consider incorporating into the School-Based
Management and Accountability Program a
character and civic education component
which may include a requirement for student
councils." (N.C. Gen. Stat. §115C-105.35)
rev. 09/2008
rev. 09/2008
North Dakota
North Dakota has content and performance
standards. Both contain 9 standards common
across grades, and knowledge and skill
benchmarks for each standard, at grades 4, 8
and 12. The performance standards describe
The Social Studies Content Standards include
examples of activities that support the
standards and benchmarks, but there is no
instructional framework.
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 16
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
four performance levels for each benchmark
(novice, partially proficient, proficient and
advanced proficiency). The content standards
include the same standards and benchmarks,
along with examples of specific knowledge
that students must demonstrate to meet the
standard, and examples of instructional
activities that would help students meet the
standards and benchmarks.
rev. 09/2008
Performance Standard 5: "Students
understand the role of the citizen in society."
Benchmarks for Grades 9 12: "12.5.1
Understand the benefits and challenges of
the rights of citizenship. 12.5.2 Understand
the responsibilities of citizenship and the
components of civic participation." (North
Dakota Standards and Benchmarks,
Performance Standards)
Content Standard 4 (Government and
Citizenship): "Students understand the
development, functions, and forms of various
political institutions and the role of the
citizen in government and society." (North
Dakota Social Studies Content Standards)
Benchmark expectations for Content
Standard 4 include: "Identify examples of
good citizenship" (K.4.3); "Apply good
citizenship" (1.4.1); "Identify the roles, rights,
and responsibilities of a citizen in a
community" (3.4.1); "Identify the roles,
rights, and responsibilities of a citizen in
North Dakota" (4.4.1); "Identify the roles,
rights, and responsibilities of U.S. citizens in a
democratic society" (5.4.1); "Compare the
rights and responsibilities of citizens from a
variety of countries" (7.4.1); "Explain the
connections between the rights and
responsibilities of citizenship" (8.4.1); and
"Evaluate the rights and responsibilities of
citizenship and civic participation." (9 12.4.6)
rev. 09/2008
Ohio
Ohio Academic Content Standards for Social
Studies include benchmarks and indicators
for each standard. Benchmarks are provided
The standards document contains sections
on "Alignment of Benchmarks and Indicators"
and "Instructional Commentary" to assist
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 17
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
for K-2, 3-5, 6-8, 9-10 and 11-12. Indicators
are provided for each grade and there is one
standard for each discipline area. Two of
these are "Government" and "Citizenship
Rights and Responsibilities." The citizenship
standard is: "Students use knowledge of the
rights and responsibilities of citizenship in
order to examine and evaluate civic ideals
and to participate in community life and the
American democratic system." The
government standard is: "Students use
knowledge of the purposes, structures and
processes of political systems at the local,
state, national and international levels to
understand that people create systems of
government as structures of power and
authority to provide order, maintain stability
and promote the general welfare."
(Academic Content Standards K-12 Social
Studies)
teachers in designing their curriculum.
Professional development for social studies
teachers includes a District Curriculum
Alignment Tool for social studies. The Ohio
High School Program Models for Social
Studies "provide the framework for curricular
decision-making at the local level. More
specifically, program models provide
rationales and course descriptions as well as
clarity about course content and the
sequencing of topics within the courses. They
offer districts alternative ways to address the
state's rigorous academic standards while at
the same time providing effective tools for
the development of essential workplace and
citizenship skills, and preparing students for
higher education."
rev. 09/2008
rev. 09/2008
Oklahoma
To qualify for a standard diploma, students
must complete either the college
preparatory/work ready curriculum or the
core curriculum. College preparatory/work
ready curriculum in social studies: "3 Units
History and Citizenship Skills, including one
unit of American History, one-half unit of
Oklahoma History, one-half unit of United
States Government and one unit from the
subjects of History, Government, Geography,
Economics, Civics, or non-Western culture
and approved for college admission
requirements." (Title 70 O.S. §11-1-3.6.B)
Oklahoma's social studies framework centers
on a series of instructional themes which
correlate with those identified by the
National Council for the Social Studies.
(Oklahoma Department of Education)
rev. 09/2008
"In lieu of the requirements of the college
preparatory/work ready curriculum for high
school graduation, a student may enroll in
the core curriculum for high school
graduation, upon written approval of the
parent or legal guardian of the student."
Curriculum requirements: 3 Units or Sets of
Competencies Social Studies: 1 United States
History, 1/2 to 1 United States Government,
1/2 Oklahoma History, and 1/2 to 1 which
may include, but are not limited to the
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Page 18
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
following courses: World History, Geography,
Economics, Anthropology, or other social
studies courses with content and/or rigor
equal to or above United States History,
United States Government, and Oklahoma
History. (Title 70 O.S. § 11-103.6.C)
rev. 08/2009
Oregon
"The study of the social sciences (civics,
economics, geography, and history) prepares
students for responsible citizenship." The
goal of the Oregon Civics and Government
Standards is for students to "understand and
apply knowledge about government and
political systems, and the rights and
responsibilities of citizens."
One standard is "Understand the
participatory obligations of U.S. citizens." This
is further described "Understand
participatory responsibilities of citizens in the
community (voluntarism) and in the political
process (becoming informed about public
issues and candidates, joining political
parties/interest groups/associations,
communicating with public officials, voting,
influencing lawmaking through such
processes as petitions/initiatives)." Another
standard looks at personal and political rights
of citizens: "Understand the roles, rights, and
responsibilities of citizens in the United
States."
The state publishes a Social Sciences GradeLevel Map of Oregon's Common Curriculum
Goals, Content Standards and Eligible
Content and a 2-page tool called "Is Social
Science Analysis Embedded in Daily
Instruction?" but does not publish a
curriculum framework that guides instruction
at each level through sample lesson plans or
instructional strategies. The grade-level map
details the skills needed at each grade level
to meet benchmarks 1, 2, and 3. These
benchmarks correspond roughly to grades 5,
8 and 10. The Model Grade-level Map is not
mandated. Districts and teachers may choose
to use this map as is, adapt it, or select a
different model entirely.
rev. 09/2008
rev. 09/2008
Pennsylvania
Academic Standards for Civics and
Government (grades 3, 6, 9, 12) include
Rights and Responsibilities of Citizenship:
Civic Rights, Responsibilities and Duties;
Relationship Between Rights and
Responsibilities; Sources and Resolution of
Conflicts; Political Leadership and Public
Service; Ways Citizens Influence Decisions
and Actions of Government; Consequences
of Violating Rules and Law; and Competent
and Responsible Citizen. (22 Pa. Code Part I,
Subpt A, Ch 4, Appendix C)
A curriculum framework is part of the
Standards Aligned System (SAS) which also
includes assessments, resources, standards,
interventions and instructional strategies for
subject areas which include Civics and
Government.
rev. 09/2008
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Page 19
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
rev. 09/2008
Rhode Island
Rhode Island "does not have social studies
content standards that (in a general sense)
cover the broad spectrum of social studies.
"There are grade level standards K-12 for
Civics & Government and Historical
Perspectives/Rhode Island History. These
Grade Span Expectations also include a
curriculum framework. (R.I. Gen. Laws § 1622-2) and ((Rhode Island Department of
Education Web site "Frequently Asked
Questions Regarding the Civics GSEs")
rev. 09/2008
Grade Span Expectations and Grade Level
Expectations (GLE) exist for Civics and
Government and Historical
Perspectives/Rhode Island History. GLEs
differentiate "performance on concepts, skills
or content knowledge between adjacent
grade levels, and as a set, lead to focused,
coherent, and developmentally appropriate
instruction without narrowing the
curriculum." (Rhode Island Department of
Education Web site, "Tri-State New England
GLE definition, criteria, and prioritization
question")
rev. 09/2008
South Carolina
The State Board of Education is directed to
adopt grade-specific, performance-oriented
educational standards for the core academic
areas which include social studies (history,
government, economics and geography) for
kindergarten through twelfth grade; and for
grades nine through twelve specific academic
standards have been adopted for the high
school credit courses in social studies. (S.C.
Code Ann. § 59-18-300)
No. The state has adopted textbooks and
documents showing correlations between
standards and texts.
rev. 09/2008
rev. 09/2008
South Dakota
South Dakota Social Studies Content
Standards specify grade-specific standards K8 and grade-span standards grades 9-12.
According to the Social Studies Content
Standards document, the standards are to be
used as a framework to assist student growth
in skills which include "Responsible
citizenship found in the Civics (Government)
standards. ... The foundation of these state
standards is designed to foster responsible
decision making that benefits the local and
tribal community, state, nation, and world.
Responsible citizens are informed and active.
They recognize their roles in connection with
the world. ... One of the two Civics
(Government) indicators emphasizes the
importance of citizenship and civic literacy."
Social Studies Content Standards include
performance descriptors which "bridge the
content standards to assessments of the
standards, provide information to teachers
and students regarding student progress
toward mastery of the standards, and specify
targets for instruction and learning." (Social
Studies Content Standards, Board Approved
May 15, 2006, South Dakota Department of
Education)
rev. 09/2008
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Page 20
State standards include civics or citizenship
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Curriculum frameworks include civics or
citizenship education
Social Studies Goal #4 is "Students will
understand the historical development and
contemporary role of governmental power
and authority." Indicators for this goal focus
on "forms and purposes of government in
relationship to the needs of individuals and
societies," historical development of U.S.
government, and constitutional rights and
responsibilities. Civics standards exist for
grades K-5 and 9-12. (Social Studies Content
Standards, Board Approved May 15, 2006,
South Dakota Department of Education)
rev. 09/2008
Tennessee
Social Studies Curriculum Standards include
process standards for all grades, content
standards, learning expectations,
benchmarks (which include three levels of
student performance indicators to be
documented through state assessment and
three levels of student performance
indicators to be assessed by the teacher), and
"accomplishments," which are also
performance indicators.
The Social Studies Curriculum Standards
include the Process Standards, Content
Standards, Learning Expectations and
Accomplishments necessary to insure that K12 Tennessee students develop the social
studies skills needed to succeed in school, in
the workplace, and in their lives. (Tennessee
Department of Education Web site, "Social
Studies Preface")
rev. 09/2008
Standard Number 4 is Governance and Civics:
"Governance establishes structures of power
and authority in order to provide order and
stability. Civic efficacy requires
understanding rights and responsibilities,
ethical behavior, and the role of citizens
within their community, nation, and world."
"1. Grades K-8. The social studies program,
provided annually, shall be based on state
curriculum standards and shall be
developmentally appropriate, with
instruction focusing on experiences to enable
students to learn about themselves and
others in the community, state, nation and
world. 2. Grades 9-12. The social studies
curriculum shall consist of three units and
shall include United States history, world
history/world geography, economics, and
government. The requirement may be met
either by combining these subjects or by
separate courses." (Rules of the State Board
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 21
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
of Education: Rule 0520-01-03-.05)
rev. 09/2008
Texas
Utah
Texas Essential Knowledge and Skills (TEKS)
are grade-specific K-8 standards and coursespecific standards for high school. Social
Studies TEKS include grade-level content
standards in history; geography; economics;
government; citizenship; culture; science,
technology and society; and social studies
skills. (19 TAC Chapter 113)
Texas Social Studies Framework notes that an
understanding of social studies disciplines
prepares students to assume productive,
participatory lives as citizens. "All school
subjects contribute to the development of
citizens, but social studies is the one school
subject that has citizenship education as its
overarching goal."
rev. 09/2008
rev. 09/2008
" State core Curriculum (Core Curriculum)
means those standards of learning that are
essential for all Utah students, as well as the
ideas, concepts, and skills that provide a
foundation on which subsequent learning
may be built, as established by the Board."
(U.A.C.R277-700-2) Social studies is included
in the Core Curriculum. Standards for the U.S.
Government and Citizenship course include
U.S. constitution, rights and privileges of
individuals and groups, distribution of power
and responsibilities of citizens.
The Utah Core Curriculum includes
Standards, Objectives and Indicators. "The
Core Curriculum represents those standards
of learning that are essential for all students.
They are the ideas, concepts, and skills that
provide a foundation on which subsequent
learning may be built. The Core should be
taught with respect for differences in
learning styles, learning rates, and individual
capabilities without losing sight of the
common goals. Although the Core Curriculum
standards are intended to occupy a major
part of the school program, they are not the
total curriculum of a level or course." (Utah
State Office of Education, Secondary Core
Curriculum 2002)
rev. 09/2008
Course Description of U.S. Government and
Civics: "The goal of this course is to foster
informed, responsible participation in public
life. Knowing how to be a good citizen is
essential to the preservation and
improvement of United States democracy.
Upon completion of this course the student
will understand the major ideas, protections,
privileges, structures, and economic systems
that affect the life of a citizen in the United
States political system."
rev. 09/2008
Vermont
Vermont's Framework of Standards and
Learning Opportunities contain Civic/Social
Responsibility Standards (4.1 4.6), as well as
Vermont's Framework of Standards and
Learning Opportunities contains Vital Results
which are the responsibility of teachers in all
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 22
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
History and Social Science Standards, which
include Citizenship (6.9 6.12).
fields of knowledge and include Civic/Social
Responsibility Standards. Under this,
standards for Service are described "Learns
by serving others, and participates in
democratic processes." Also in the
Framework are Fields of Knowledge which
cover specific content areas and include
Citizenship under History and Social Sciences
Standards. Topic areas under Citizenship are
Meaning of Citizenship, Types of
Government, Institutional Access and Human
Rights.
rev. 09/2008
rev. 09/2008
Virginia
History and Social Science Standards of
Learning include civics standards for grades
K-3, standards for a 7th grade Civics and
Economics course and standards for the 12th
grade course Virginia and U.S. Government.
While there are no specific civics standards
for Virginia Studies, United States History to
1877 and United States History to the
Present, the importance of civics within those
contexts is stressed in the introduction to the
standards for those courses.
rev. 09/2008
The History and Social Science Standards of
Learning Curriculum Framework
expands/amplifies the History and Social
Science Standards of Learning for grades K12. It includes frameworks for civics
instruction, history, and function of
government. There are also Sample Scope
and Sequence documents for each
course/grade, which "provide examples
showing how teachers and school divisions
might present to students in a logical and
effective manner information that has been
aligned with the Standards of Learning."
The History and Social Science Enhanced
Scope and Sequence includes the content of
the Standards of Learning and the essential
knowledge and skills from the Curriculum
Framework. In addition, the Enhanced Scope
and Sequence provides teachers with sample
lesson plans that are aligned with the
essential knowledge and skills in the
Curriculum Framework.
rev. 09/2008
Washington
Essential Academic Learning Requirements
include one civics standard which applies to
all grades K-12: The student understands and
applies knowledge of government, law,
politics, and the nation's fundamental
documents to make decisions about local,
national, and international issues and to
The Essential Academic Learning
Requirements (EALR), i.e., standards, are
accompanied by Components which more
fully define and give more specific
information about the EALR, and by Grade
Level Expectations (GLE) which provide a
grade-by-grade sequence of concepts,
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
Page 23
State standards include civics or citizenship
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Curriculum frameworks include civics or
citizenship education
demonstrate thoughtful, participatory
citizenship.
regional areas and chronological periods
based on the framework of the EALRs and
their components. Also included are ties to
the suggested unit of study and the
applicable classroom-based assessment. For
example, Standard for CIVICS: The student
understands and applies knowledge of
government, law, politics, and the nation's
fundamental documents to make decisions
about local, national, and international issues
and to demonstrate thoughtful, participatory
citizenship. Component 1.4: Understands
civic involvement. Grade Level Expectation
for grade 11: Analyzes and evaluates ways of
influencing local, state, and national
governments to preserve individual rights
and promote the common good. (Social
Studies, Essential Academic Learning
Requirements: A Recommended Grade-byGrade Sequence for Grade Level Expectations
Grades K-12)
rev. 09/2008
rev. 09/2008
West Virginia
The West Virginia Standards for 21st Century
Learning include the following components:
21st Century Content Standards and
Objectives and 21st Century Learning Skills
and Technology Tools. Social Studies
standards are organized around five core
disciplines, two of which are Citizenship and
Civics, across grades. The Citizenship
Standard is broken down into five-parts, one
of which is "develop the participatory skills of
interacting, monitoring and influencing that
are essential for informed, effective and
responsible citizenship, including
participation in civic life to shape public
policy." Each standard also includes
performance descriptors at 5 levels: novice,
partial mastery, mastery, above mastery and
distinguished. (W. Va. CSR §126 Series 44D
[WVBE Policy 2520.4])
Teach 21 is the overarching concept of
incorporating 21st Century Skills into content
standards and objectives (CSOs).Teach21
Instructional Guide includes content
standards and objectives, information on
incorporating 21st Century Skills,
performance standards, curriculum guides,
learning plans, resources and other useful
Web sites for teachers, and sample
assessments. Social studies standards for
citizenship and civics are addressed.
rev. 09/2008
rev. 09/2008
Wisconsin
5 social studies content standards, include
Political Science and Citizenship: Power,
The Department of Public Instruction
publishes Planning Curriculum in Social
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
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Wyoming
State standards include civics or citizenship
education
Curriculum frameworks include civics or
citizenship education
Authority, Governance, and Responsibility,
which aims to help students acquire the
knowledge of political systems necessary for
developing individual civic responsibility.
Performance standards for grades 4, 8 and 12
that include participating in debate on public
policy issues, mobilizing public opinion,
various forms of civic action, finding and
using information to understand an issue and
taking a position, are included within the
content standards.
Studies. A primary purpose of this optional
curriculum guide is to "help educators
develop coherent social studies curriculum
and programs that help students develop
knowledge and understanding of the major
ideas and concepts of the field of social
studies and help students to become
effective citizens." Included are a section on
standards-led scope and sequence and a
chapter on the Political Science and
Citizenship standard.
rev. 09/2008
rev. 09/2008
Social Studies "Content and Performance
standards are identified for grade spans K-4,
5-8 and 9-12 with benchmarks at grades 4, 8
and 11,"and include a standard on
Citizenship, Government and Democracy.
"Social studies programs should include
experiences that provide for the study of
how people create and change structures of
power, authority and governance."
(Wyoming State Board of Education)
No
rev. 09/2008
rev. 09/2008
This database will be updated as we learn of policy changes. If you have comments about the information presented
or the database, please contact Ann Rautio at arautio@ecs.org or 303.299.3606. Creation of this database was
initially made possible through the support of the Center for Information & Research on Civic Learning and
Engagement (CIRCLE) and the Carnegie Corporation of New York.
© 2010 by the Education Commission of the States (ECS). All rights reserved. ECS is the only nationwide, nonpartisan interstate compact devoted to education.
ECS encourages its readers to share our information with others. To request permission to reprint or excerpt some of our material, please contact the ECS
Information Clearinghouse at 303.299.3675 or e-mail ecs@ecs.org.
Equipping Education Leaders, Advancing Ideas
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org
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