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  • Objectives of Social Studies

The Objectives of Social Studies: Why Does Social Studies Matter? 

Group of men holding flags. Text on photo reads: Objectives of Social Studies.

The objectives of social studies are to help the learner understand the past, relate that understanding to the present time, and use that understanding in making choices for life's situations. Social studies is an important learning area because it helps children learn about their own cultural roots as well as those of others. It also teaches them how different aspects of our lives are interconnected. Social studies emphasizes the importance of civic engagement and service to the community. It also helps children learn about themselves, their peers, their families, and what they can do to make a difference in society.

The importance of social studies education is evident in the objectives of social studies. By learning about the world around them, students can better understand their place in it. They can also learn how people and societies are organized, and explore different cultures to see how they interact. In addition, students can learn about political systems and the ways people govern themselves. They can also examine economic systems and issues related to resources, production, and distribution. Finally, students can study the history of human beings and their civilizations. All of these skills are important for students as they move into adulthood.

Teaching social studies requires teaching students how to access information, make informed decisions, and prepare for their futures. This is exactly what I want to do as a social studies professional. As my students learn about cultures around the world, they can develop an appreciation of different ways of life and become respectful of people who are different from them. Social studies education can also help students develop critical thinking skills so that they are better prepared when they enter the workforce or continue their education in college or university. 

Understanding the World

As a social studies professional, I have always considered it a primary social studies objective to help students use content and skills to better understand the world around them. To me, one of the most important objectives of social studies is to help students develop an understanding of other people and cultures.

Critical Thinking Skills 

Another key goal of social studies is to helps student develop their critical thinking skills. This is important, as students will need to be able to think critically to make informed decisions in their lives. They will also need these skills when they enter the workforce. With social studies education, students can get a head start on preparing for their futures.

Knowledge for Citizenship 

As students develop citizenship knowledge and mastery content in history, geography, economics, and so on, they can also develop problem-solving skills, learn more about social justice, and further their personal development (self-concept) by learning more about their place in their communities and the world.

Social studies education helps students learn how to be responsible citizens. This begins with learning about the history of their country, state, community, and local areas. As students explore different cultures through what is learned in social studies education, they can come to understand that there are many ways to do things right. For example, there are many different ways to celebrate holidays and many different opinions on religion. Students can learn that we live in a free society, where people are expected to follow some basic rules for the good of everyone involved.

Social studies also helps students learn about citizenship knowledge so that they can become better citizens. Students can build on the information and skills they receive in school to make informed decisions as adults about their communities, states, and nation. They can also play an active role in the democratic process by voting or attending community meetings where important decisions are being made.

Transmit Social Science/History Knowledge

History, geography, economics, and government are all bodies of knowledge that can be mastered. Mastering social studies content is important for several reasons: it helps students get ready for college or other professional training; it gives them necessary skills to function as informed and responsible citizens; and it ensures that they can engage in serious critical thinking.

Develop Inquiry Skills: Solve Problems and Make Decisions

Social studies education is a process of inquiry. Inquiry requires that students have the skills to solve problems and make decisions. It also requires that they develop their ability to access information from both primary and secondary sources, as well as their ability to use research tools such as libraries, computers, books, and Internet resources. In addition, social studies education can give students the skills to construct arguments and defend their points of view.

Promote Personal Development: Develop Empathy, Self-concept, and Identity

As students learn about history, geography, and different cultures in social studies education, they develop an understanding of their own identity. They begin to understand that who they are is influenced by where they live and the people who live there with them. Through social science/history education, students also gain a better sense of self-concept.

Social studies education can also help students develop their identity. When asked what comes to mind when they hear the word "social studies," many people say "social problems." However, social studies is more than that. Social studies is about exploring all kinds of cultures, peoples, history, and social settings. It is about exploring who we are as individuals.

Promote Social Justice: Values and Attitudes that Support Democratic Ideals in a Multicultural Society

As students learn more about the world around them, they develop their sense of what is right and wrong. They begin to see that many people from different cultures have different values. In school social studies lessons, there should always be a focus on democratic ideals and multiculturalism. Teachers can help students understand that our society is made up of many people from different cultures and religions, all of whom have rights to be respected. In addition, students can learn that everyone makes mistakes and has something worthwhile to offer.

Understand Community Issues

The study of location, place, and environment is central to social studies education. The connections between who we are and where we live are important in understanding the world in which we live. This aspect of social studies education also helps students understand their own community—its physical features, history, culture, diversity issues, economy, unique problems or challenges, and future development.

Understand the Impact of Technology and Its Role in Modern Society

The use of technology is an important part of our society. We are constantly surrounded by it in the form of computers, tablets, smartphones, video games, etc. Students need to learn about the importance and impact that technology has had on modern life—how it has brought people together but also how it can isolate them; how social media has changed the way that we communicate; how computers, video games, and social media can be used for entertainment but also to advance one's career.

Understanding the impact of technology on our society is important so students can learn critical thinking skills to discern what information they should or shouldn't believe online.

Develop Historical Perspective: Understand the Past to Make Sense of the Present and Prepare for the Future

We learn about history to create a better understanding of ourselves, our communities, and our world. History is made up of both facts and memories. As students develop their historical perspectives, they become aware that the past contributes to the present just as much as what happens today will contribute to tomorrow.

Understand Dissent, Freedom of Speech, and Compromise 

There are many aspects of democracy that students need to learn about. One is the importance of dissent in a democratic society. Dissent has played an important role in advancing social causes and receiving rights for different groups. Another aspect of democracy is freedom of speech, which means that you can say what you want without worrying about getting into trouble or being punished. The last aspect of democracy that students need to learn is compromise. Compromise means that when making a decision, you need to be able to consider the needs and opinions of others, even if they don't agree with yours.

Understand How Our Economy Works

In a democratic society, the economy of a country is of paramount importance. When we better understand what goes on in the economy, we can make informed decisions about our own lives and about social responsibilities we may have as citizens (e.g., paying taxes). We need to learn about the different sectors of our economy (e.g., agriculture, manufacturing, retail), how people decide what products to produce or not produce, and what affects the cost of goods or services in different industries.

Understand the Impact of Our Environment on Us and How We Affect It

The study of geography is critical in helping students understand not only where things are located around the world, but also what factors make these locations different from one another—climate, natural resources, population density, etc These differences among places will affect how people in these areas live their lives—how they get water, food, shelter, take care of the sick, grow their crops, etc.

Democratic Principles Such as the Rule of law, Equal Protection, and Freedom under the Law

The guarantee of equal protection as outlined in the Fourteenth Amendment to the Constitution is a crucial aspect of democracy. This amendment ensures that no person or group will be denied their rights without due process of law. Moreover, all people are entitled to "life, liberty, or property" without harming others through the rule of law. Social studies education helps students to understand these principles and the great sacrifices made by many to develop and advance these principles.

Global Issues and Their Impact on Our Country, State, and Locality

Social studies is not just about our country, but also about the world we live in. Many of the issues that affect us nationally and internationally (e.g., terrorism, climate change) can be addressed through social studies education.

10 Themes of Social Studies

The National Council for the Social Studies has developed 10 Themes for Social Studies that encompass the major objectives of social studies. Their 10 Themes are

  • TIME, CONTINUITY, AND CHANGE
  • PEOPLE, PLACES, AND ENVIRONMENTS
  • INDIVIDUAL DEVELOPMENT AND IDENTITY
  • INDIVIDUALS, GROUPS, AND INSTITUTIONS
  • POWER, AUTHORITY, AND GOVERNANCE
  • PRODUCTION, DISTRIBUTION AND CONSUMPTION
  • SCIENCE, TECHNOLOGY, AND SOCIETY
  • GLOBAL CONNECTIONS
  • CIVIC IDEALS AND PRACTICES

These 10 Themes illustrate both the breadth of social studies as a field and the critical nature of the discipline in developing effective citizens as well as critical thinkers and problem solvers.

The Objectives of Social Studies: Developing Units & Lessons

Another way of thinking about the objectives of social studies is to consider them in light of the units and lessons that are taught. 

There are objectives for social studies education at every grade level K-12. These objectives continue taking shape as children grow and move through their educational careers. Here is an example of objectives that matter most to young elementary school students: 

  • Students will develop social studies knowledge and skills in the history of the United States beginning with Native American civilizations and continuing to contemporary times. 
  • Students will develop an understanding of people, places, events, and ideas that have shaped the course of history. 

Teachers can use these objectives to create lesson plans based on what children need to know at each grade level. For example, a first-grade teacher may plan to teach students about Native American civilizations during the first semester, and start teaching them about contemporary times from eighteenth-century America to the present day in the second half of the school year. 

The Objectives of Social Studies Vary

In certain states or regions, objectives may vary depending on whether a student is studying history as an English Language Learner (ELL), as opposed to a native speaker. Because English Language Learners find it easier to remember new words and concepts when they are taught visually, objectives for ELL students may include more pictures and visuals than objectives for non-ELL students. 

Objectives of social studies education vary depending on the topic area that is being studied. For example, objectives that apply to a lesson plan on Native American civilizations would be different than objectives that apply to a lesson plan for the earliest settlers of America. 

Often social studies lessons and units will incorporate content and ideas from a variety of disciplines including history, geography, economics, and civics.  

Social Studies Plays an Important Role in the Development of Citizens

Social studies education is an important subject that utilizes content from many disciplines. Objectives for social studies include developing citizenship knowledge and mastery content in history, geography, economics, and so on. Social studies can also help students develop problem-solving skills by learning more about their place within a community or society as well as understanding how people govern themselves. Finally, it can give students a head start when they enter the workforce because social studies helps them develop critical thinking skills and understand different cultures through studying other civilizations throughout time.

Social studies plays an important role in the development of citizens. It develops citizenship knowledge and mastery content in history, geography, economics, and more. In addition to these benefits, social studies can help students develop problem-solving skills, critical thinking skills, and understand different cultures.

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Lesson Plan Sections

  • Environmental (1)
  • Social Studies (28)

Social Studies Lessons

Powerful and authentic Social Studies teaching is integral to K-12 curriculum. The field of Social Studies is comprised of history, political science, geography, economics, anthropology, archaeology, and psychology. This section features a variety of Social Studies lessons written by actual teachers from all over the United States. This section will continue to develop as more teachers like you share their lessons. If you would like to share a lesson plan for inclusion on Teacher.org, please contact us . We encourage you!

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Social studies arts lesson plans, chinese new year.

This highly engaging Social Studies lesson on Chinese New Year is integrated with elements of performing arts (drama).  This lesson is appropriate for students in K-3, as it can be easily modified.

Chinese New Year - Fan Dance

A hands-on lesson which integrates Social Studies concepts with performing arts (dance). Students will delve into customs of Chinese New Year by exploring traditional artifacts and dance.

Chinese New Year - Lion Dance

This lesson is great for grades K-2.  It integrates Social Studies with elements of visual and performing arts as the children create a Chinese lion and a dance.

Christmas Around the World Part 1

This lesson combines Visual Arts with Social Studies. Students will read about how Christmas is celebrated in different parts of the world and draw a scene depicting that location.

Christmas Around the World Part 2

This lesson combines Music and Social Studies. Students will listen to and learn Christmas songs from around the world and analyze.

Friendship - Accepting Differences

This lesson on "Friendship" integrates Social Studies standards along with Music, Dance, and Visual Arts. The lesson focuses on "accepting differences" and is great for grades K-2.

Friendship - Conflict Resolution

This lesson on Friendship  and Conflict Resolution integrates Social Studies content along with Visual and Performing Arts (Theater) content.  A highly interactive lesson that is great for kindergartners as well as first graders.

Social Studies Environmental Lesson Plans

We must recycle.

Students will use creativity to use something considered trash to create something new.

Social Studies Social Studies Lesson Plans

A city saved by a volcano.

Students will learn how the eruption of Mount Vesuvius in Italy preserved two Roman towns.

A Day in the Life of a Roman Girl and Boy

Students will research the topic of daily life for children of ancient Rome.

A Return to Ancient Rome

Students will research and create a brief power point program about a landmark of Ancient Rome.

Changing History

Students will research a historical event, “change history” by asking a “What if…” question.  The students will rewrite new information based on their research using the same era and people involved to realistically alter the outcome of the event(s).

Comparing Countries

Students will research information on places in the world, outside their own country, compile the info and create a display to show the info compared to other countries.

Country to Country

Students will develop a timeline for events in their country and another country over the last 200 years and then compare/contrast the timelines to recognize possible relationships between the events in each country.

Exploring the West

The lesson will teach the students why there was an expansion to what is now the western half of the United States, as well as the displacement of Native Americans.

History of Hanukkah

Students will read a passage about the history of Hanukkah and “talk to the text” to understand the story better. Students will answer questions individually and then with a partner to understand the text better.

Holiday Traditions

This lesson is designed to help students understand what holidays and festivals are important parts culture through multiple activities, discussions and research surrounding holidays.

It’s a Wonder – Filled World

Students will learn about the list of the Seven Natural Wonders of the World compiled by the ancient Greeks.

Kwanzaa Socratic Seminar

Students will discuss the cultural roots of Kwanzaa and analyze why the holiday has been brought to the United States.

Land and Water

This lesson is designed to help kindergarten students “distinguish between land and water on maps and globes”.

Mini Debates

Each student will be assigned, or may choose, an historical figure to research, selecting a speech given by the figure, and then write a rebuttal challenging some of its content backed by facts.

Music and History

Students will cooperatively research music from the past 5 or 10 decades and compare and contrast the lyrics with historical events/culture of the decade, answering the question:  How does/did history affect music and lyrics?

President vs. President

Each student will research a past deceased president, review their life, speeches, quotes, term in office, etc., and use it to run for President versus another past President.

Rules and Laws

This lesson is designed to help students evaluate rules. It is important since not all rules are necessarily good or appropriate. Sometimes, school rules are arbitrarily imposed, other times they are arrived at as the result of consensus.

The Articles of Confederation

The students will research the “first rules” of the United States, the Articles of Confederation.

The History of Thanksgiving

Students will research the history of Thanksgiving based on the perspective of the Native Americans and the Pilgrims and then interview each other to learn about each story.

Truth and Consequence

This lesson is designed to help students understand the importance of telling the truth, through lessons from history.

What Year Did That Happen?

Students will research several historic events in history concentrating on the years they occurred and attempt to create pneumonic devices to help match the correct year to the event.

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  • National Curriculum Standards for Social Studies: Introduction
  • NCSS Social Studies Standards

NATIONAL COUNCIL FOR THE SOCIAL STUDIES (NCSS) first published national curriculum standards in 1994. Since then, the social studies standards have been widely and successfully used as a framework for teachers, schools, districts, states, and other nations as a tool for curriculum alignment and development. However, much has changed in the world and in education since these curriculum standards were published. This revision aims to provide a framework for teaching, learning, and assessment in social studies that includes a sharper articulation of curriculum objectives, and reflects greater consistency across the different sections of the document. It incorporates current research and suggestions for improvement from many experienced practitioners. These revised standards reflect a desire to continue and build upon the expectations established in the original standards for effective social studies in the grades from pre-K through 12.

The approach originally taken in these curriculum standards has been well received in the United States and internationally; therefore, while the document has been revised and updated, it retains the same organization around major themes basic to social studies learning. As in the original document, the framework moves beyond any single approach to teaching and learning and promotes much more than the transmission of knowledge alone. These updated standards retain the central emphasis of the original document on supporting students to become active participants in the learning process.

What Is Social Studies and Why Is It Important? National Council for the Social Studies, the largest professional association for social studies educators in the world, defines social studies as:

…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, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. 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. 1

The aim of social studies is the promotion of civic competence—the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Although civic competence is not the only responsibility of social studies nor is it exclusive to the field, it is more central to social studies than to any other subject area in schools. By making civic competence a central aim, NCSS has long recognized the importance of educating students who are committed to the ideas and values of democracy. Civic competence rests on this commitment to democratic values, and requires the abilities to use knowledge about one’s community, nation, and world; apply inquiry processes; and employ skills of data collection and analysis, collaboration, decision-making, and problem-solving. Young people who are knowledgeable, skillful, and committed to democracy are necessary to sustaining and improving our democratic way of life, and participating as members of a global community.

The civic mission of social studies demands the inclusion of all students—addressing cultural, linguistic, and learning diversity that includes similarities and differences based on race, ethnicity, language, religion, gender, sexual orientation, exceptional learning needs, and other educationally and personally significant characteristics of learners. Diversity among learners embodies the democratic goal of embracing pluralism to make social studies classrooms laboratories of democracy.

In democratic classrooms and nations, deep understanding of civic issues—such as immigration, economic problems, and foreign policy—involves several disciplines. Social studies marshals the disciplines to this civic task in various forms. These important issues can be taught in one class, often designated “social studies,” that integrates two or more disciplines. On the other hand, issues can also be taught in separate discipline-based classes (e.g., history or geography). These standards are intended to be useful regardless of organizational or instructional approach (for example, a problem-solving approach, an approach centered on controversial issues, a discipline-based approach, or some combination of approaches). Specific decisions about curriculum organization are best made at the local level. To this end, the standards provide a framework for effective social studies within various curricular perspectives.

What is the Purpose of the National Curriculum Standards? The NCSS curriculum standards provide a framework for professional deliberation and planning about what should occur in a social studies program in grades pre-K through 12. The framework provides ten themes that represent a way of organizing knowledge about the human experience in the world. The learning expectations, at early, middle, and high school levels, describe purposes, knowledge, and intellectual processes that students should exhibit in student products (both within and beyond classrooms) as the result of the social studies curriculum. These curriculum standards represent a holistic lens through which to view disciplinary content standards and state standards, as well as other curriculum planning documents. They provide the framework needed to educate students for the challenges of citizenship in a democracy.

The Ten Themes are organizing strands for social studies programs. The ten themes are:

1 CULTURE 2 TIME, CONTINUITY, AND CHANGE 3 PEOPLE, PLACES, AND ENVIRONMENTS 4 INDIVIDUAL DEVELOPMENT AND IDENTITY 5 INDIVIDUALS, GROUPS, AND INSTITUTIONS 6 POWER, AUTHORITY, AND GOVERNANCE 7 PRODUCTION, DISTRIBUTION AND CONSUMPTION 8 SCIENCE, TECHNOLOGY, AND SOCIETY 9 GLOBAL CONNECTIONS 10 CIVIC IDEALS AND PRACTICES

The themes represent strands that should thread through a social studies program, from grades pre-K through 12, as appropriate at each level. While at some grades and for some courses, specific themes will be more dominant than others, all the themes are highly interrelated. To understand culture ( Theme 1 ), for example, students also need to understand the theme of time, continuity, and change ( Theme 2 ); the relationships between people, places, and environments ( Theme 3 ); and the role of civic ideals and practices ( Theme 10 ). To understand power, authority, and governance ( Theme 6 ), students need to understand different cultures ( Theme 1 ); the relationships between people, places, and environments ( Theme 3 ); and the interconnections among individuals, groups, and institutions ( Theme 5 ). History is not confined to TIME, CONTINUITY, AND CHANGE ( Theme 2 ) because historical knowledge contributes to the understanding of all the other themes; similarly, geographic skills and knowledge can be found in more than ( Theme 3 ).

The thematic strands draw from all the social science disciplines and other related disciplines and fields of study to provide a framework for social studies curriculum design and development. The themes provide a basis from which social studies educators can more fully develop their programs by consulting the details of national content standards developed for history, geography, civics, economics, psychology, and other fields, 2 as well as content standards developed by their states. Thus, the NCSS social studies curriculum standards serve as the organizing basis for any social studies program in grades pre-K through 12. Content standards for the disciplines, as well as other standards, such as those for instructional technology,3 provide additional detail for curriculum design and development.

Snapshots of Practice provide educators with images of how the standards might look when enacted in classrooms.** Typically a Snapshot illustrates a particular Theme and one or more Learning Expectations; however, the Snapshot may also touch on other related Themes and Learning Expectations. For example, a lesson focused on the Theme of TIME, CONTINUITY, AND CHANGE in a world history class dealing with early river valley civilizations would certainly engage the theme of PEOPLE, PLACES, AND ENVIRONMENTS as well as that of TIME, CONTINUITY, AND CHANGE . These Snapshots also suggest ways in which Learning Expectations shape practice, emphasize skills and strategies, and provide examples of both ongoing and culminating assessment.

Who Can Use the Social Studies Standards? The social studies curriculum standards offer educators, parents, and policymakers the essential conceptual framework for curriculum design and development to prepare informed and active citizens. The standards represent the framework for professional deliberation and planning of the social studies curriculum for grades from pre-K through 12. They address overall curriculum development; while specific discipline-based content standards serve as guides for specific content that fits within this framework. Classroom teachers, teacher educators, and state, district, and school administrators can use this document as a starting point for the systematic design and development of an effective social studies curriculum for grades from pre-K through 12.

**Almost all of these Snapshots were crafted by the Task Force members, or (in the case of Snapshots reproduced from the earlier standards) by members of the Task Force that developed the standards published in 1994. The basis for the creation of Snapshots has been the personal experiences of members of the Task Forces as teachers, teacher educators, and supervisors. The Snapshots are designed to reflect the various ways in which performance indicators can be used in actual practice.

The publications of National Council for the Social Studies, including its journals Social Education and Social Studies and the Young Learner (for grades K-6), as well as books, regularly include lesson plans and other guidelines for implementing the social studies standards. A video library providing snapshots of the social studies standards in actual classrooms and linked to standards themes, which was produced by WGBH Educational Foundation, can be accessed at the Annenberg Media website at https://www.learner.org/resources/series166.html

How Do Content Standards Differ from Curriculum Standards? What is the Relationship Between Them? Content standards (e.g., standards for civics, history, economics, geography, and psychology) provide a detailed description of content and methodology considered central to a specific discipline by experts, including educators, in that discipline. The NCSS curriculum standards instead provide a set of principles by which content can be selected and organized to build a viable, valid, and defensible social studies curriculum for grades from pre-K through 12. They are not a substitute for content standards, but instead provide the necessary framework for the implementation of content standards. They address issues that are broader and deeper than the identification of content specific to a particular discipline. The ten themes and their elaboration identify the desirable range of social studies programs. The detailed descriptions of purposes, knowledge, processes, and products identify the knowledge, skills, and dispositions that social studies programs should provide students as part of their education for citizenship. The social studies curriculum standards should remind curriculum developers and others of the overarching purposes of social studies programs in grades pre-K through 12: 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.

Since standards have been developed both in social studies and in many of the individual disciplines that are integral to social studies, one might ask: What is the relationship among these various sets of standards? The answer is that the social studies standards address overall curriculum design and comprehensive student learning expectations, while state standards and the national content standards for individual disciplines (e.g., history, civics and government, geography, economics, and psychology)4 provide a range of specific content through which student learning expectations can be accomplished. For example, the use of the NCSS standards might support a plan to teach about the topic of the U.S. Civil War by drawing on three different themes: Theme 2 TIME, CONTINUITY, AND CHANGE ; Theme 3 PEOPLE, PLACES, AND ENVIRONMENTS ; and Theme 10 CIVIC IDEALS AND PRACTICES . National history standards and state standards could be used to identify specific content related to the topic of the U.S. Civil War.

  • The definition was officially adopted by National Council for the Social Studies (NCSS) in 1992. See National Council for the Social Studies, Expectations of Excellence: Curriculum Standards for Social Studies (Washington, D.C.: NCSS, 1994): 3.
  • For national history standards, see National Center for History in the Schools (NCHS), National Standards for History: Basic Edition (Los Angeles: National Center for History in the Schools, 1996); information is available at the NCHS website at nchs.ucla.edu/standards/ . For national geography standards, see Geography Education Standards Project, Geography for Life: National Geography Standards (Washington, D.C.: National Geographic Research and Exploration, 1994); information is available at www.aag.org/cs/education/geography_for_life_national_geography_standards_second_edition . For national standards in civics and government, see Center for Civic Education, National Standards for Civics and Government (Calabasas, CA: Center for Civic Education, 1994); information is available at www.civiced.org/standards . For national standards in economics, see Council for Economic Education (formerly National Council on Economic Education), Voluntary National Content Standards in Economics (New York: National Council on Economic Education, 1997); information is available at www.councilforeconed.org/ea/program.php?pid=19 . For psychology, high school psychology content standards are included in the American Psychological Association’s national standards for high school psychology curricula. See American Psychological Association, National Standards for High School Psychology Curricula (Washington, D.C.: American Psychological Association, 2005); information is available at www.apa.org/education/k12/national-standards.aspx .
  • National Educational Technology Standards have been published by the International Society for Technology in Education, Washington, D.C. These standards and regular updates can be accessed at www.iste.org .
  • See note 2 above.

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Generate Social Studies Lesson Plans Instantly with Khan Academy! ⚡️

posted on January 1, 2024

🤔 Tell Me If This Sounds Familiar…

Back when I was a teacher, I remember many nights when I’d finish grading that day’s work – only to realize I now had to plan for the lesson tomorrow … 🤦‍♂️

While my prayers for a Lesson Planning Genie went unanswered at the time, someone at Khan Academy finally heard them about 20 years later… 🙂

And that’s why we built Khanmigo !

🧞 Introducing Your Social Studies Lesson Planning Gen… Err… Assistant!

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From Social Studies Lesson Plans to Hooks to Exit Tickets

And Khanmigo is so much more than just a lesson planner. Because it also gives you the ability to:

Set Learning Objectives

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Content experts at the Georgia Department of Education have developed  Digital Learning Plans  for teachers and parents. These Georgia Standards of Excellence-based plans were specifically designed for use during these uncertain times as support for school districts, administrators, teachers, and parents who are working tirelessly to provide students with quality content.

The plans are easy-to-use and include both “plugged and unplugged” activities. Check back for more  Digital Learning Plans  in each content area as they are updated weekly. 

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Big Idea/Topic: Students will see how the roles of community workers fit within the theme of scarcity, because an element of choice is involved in this idea.  Click to download .

Big Idea/Topic: Students will understand that symbols of the United States represent our country and its people.  Click to download.

Big Idea/Topic: Students will explore President's Day, why we celebrate this national holiday, and the people and/or events celebrated.  Click to download. 

Big Idea/Topic: Students will understand that where people live matters.  Click to download .

Big Idea/Topic: Students will identify the contributions made by George Washington Carver and describe how his everyday life is similar to and different from everyday life in the present (for example: food, clothing, homes, transportation, communication, recreation etc.). Click to download.

Big Idea/Topic: Students will locate Georgia’s regions and major rives and discuss the impact of geography on people’s lives through the theme of location.  Click to download .

Big Idea/Topic: Students will understand the basics of state and national government, as well as the need for rules and laws in society.  Click to download. 

Big Idea/Topic: Students will describe the life and contributions of Juliette Gordon Low (Girl Scouts) and how she was influenced by her environment. Click to download. 

Big Idea/Topic: Students will understand that location affects a society’s economy, culture, and development.  Click to download .

Big Idea/Topic: Students will learn how did the reasons for coming to the New World and the geography affected life in each of the three colonial regions. Click to download.

Big Idea/Topic: Students will learn how artifacts teach us about the past and how they connect us to people, places, and times of the past. Students will also learn about the challenges and responsibilities of historians. Click to download. 

Big Idea/Topic: Students will understand that when there is conflict between or within societies, change is the result. Students will understand that location affects a society’s economy, culture, and development.  Click to download .

Big Idea/Topic: Students will explore why the Lewis and Clark Expedition was significant for the U.S. then and now. Click to download. 

Big Idea/Topic: Students will explore westward expansion in America and be able to describe why people explore, ways maps teach lessons about societies over time, how trails of the west define diverse stories of the past, and the ways studying about historic trails of the past help us to explain the westward expansion in America. Click to download.

NEW! Big Idea/Topic: This lesson is designed to allow students to understand why is there conflict between Russia and Ukraine and how it could the conflict impact the United States. Click to download. 

Big Idea/Topic: Students will understand that when there is conflict between or within societies, change is the result. Students will understand that societies resolve conflicts through legal procedures, force, and/or compromise.  Click to download .

Big Idea/Topic: Students will explore the reasons the United States (and President Truman) gave for using nuclear weapons against Japan at the end of WWII. Students will also learn how we can use writing and speech to persuade others to see our point of view, how the source of information affect its accuracy, and how we use evidence from resources to support our writing / speaking. Click to download. 

Big Idea/Topic: Students will explore and investigate the origin and consequences of the Cold War. Click to download. 

Big Idea/Topic: Students will understand that location affects a society’s economy, culture, and development. Students will understand that humans, their society, and the environment affect each other. This lesson focuses on Europe.  Click to download .

Big Idea/Topic: Students will understand that location affects a society’s economy, culture, and development.  Click to download .

Big Idea/Topic: : Students will understand that location affects a society’s economy, culture, and development. Students will understand that humans, their society, and the environment affect each other. This lesson focuses on location and water in Africa.  Click to download. 

Big Idea/Topic: Students will understand that location affects a society’s economy, culture, and development. Students will understand that the movement or migration of people and ideas affects all societies involved. Students will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.  Click to download .

Big Idea/Topic: Students will learn about the impacts of geography and transportation systems on Georgia’s growth and development.  Click to download. 

NEW! Big Idea/Topic: This lesson is designed to allow students to explore the historical background of the conflict between Ukraine and Russia in 2022 and potential U.S. impact. Click to download. 

Big Idea/Topic: Location: Students will understand that location affects a society’s economy, culture, and development. Students will understand that humans, their society, and the environment affect each other. Students will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.  Click to download .

Big Idea/Topic: With this "Goldilocks of Growth" lesson, students will learn how various countries measure and manage differing levels of population growth and what is “just the right amount”. Click to download. 

Big Idea/Topic: Students will understand that distribution of power in government is a product of existing laws and documents combined with contemporary values and beliefs.  Click to download .

Big Idea/Topic: Students will understand that as a society increases in complexity and interacts with other societies, the complexity of government also increases.  Click to download. 

Big Idea/Topic: Students will be able to explain the impeachment and removal process and its use for federal officials as defined in the U.S. Constitution.  Click to download. 

Big Idea/Topic: Students will understand that parties respond predictably to positive and negative incentives. Students will understand that, because of interdependency, a decision made by one party has intended and unintended consequences on other parties. Students will understand that scarcity of all resources forces parties to make choices and that these choices always incur a cost.  Click to download .

Big Idea/Topic: Students will understand that the Fed responds predictably to positive and negative  incentives.  Students will understand that, because of  interdependency , a decision made by the government has intended and unintended consequences on other parties, like financial institutions and/or citizens. Students will understand that  scarcity  of all resources forces parties like the Fed to make choices related to the economy and that these choices always incur a cost.  Click to download.  

Big Idea/Topic: Students will learn how the law of demand, the law of supply, and prices work to determine production and distribution in a market economy.  Click to download. 

Big Idea/Topic: Students will understand that location affects a society’s economy, culture, and development. Students will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society. Students will understand that when there is conflict between or within societies, change is the result.  Click to download .

Big Idea/Topic: Students will learn about the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989 and how another Cold War could be prevented. Click to download.

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The New York State K-12 Social Studies Framework is designed to prepare students for college, careers, and civic life with courses that are rigorous and aligned to the New York State Learning Standards for Social Studies. This Framework consists of a single three-part document--the Introduction to the Framework, Grades K-8 and Grades 9-12. 

The original Framework was published in 2014. Subsequently the K-8 document was revised in 2016.

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Social Studies, Language Arts

social studies lesson objectives

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Who was Dr. Martin Luther King, and why do we celebrate his birthday every year? In the United States, sometimes we name a holiday after heroes because we feel they have done something extremely important and made an overwhelming contribution to the entire country. In this lesson, students will be reading about Dr. Martin Luther King, Jr. They will learn about the amazing things Dr. King did and why, every year on the third Monday of January, we celebrate Martin Luther King Day.

Objective 1:  Students will be able to explain the importance of Martin Luther King and support why there is a holiday named for him.

Objective 2:  Students will read a book about Martin Luther King and use at least two phrases from the book to support their opinion.

Objective 3:  Students will learn meanings and signs for new words, the spelling of those words, and use their newly-acquired vocabulary as appropriate.

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