The focus for a particular grade level or the descriptive narrative of a high school course syllabus.
The four disciplines within the social studies: History, Geography, Government and Economics.
The different aspects of content within a strand.
The essential knowledge to be learned at each grade level or within each course.
Statements that help clarify and/or amplify the content statements to help make them more easily understood and taught.
Expectations for Learning
Statements that specify what students should know and be able to do; these can provide guidance for how students may be assessed.
Various approaches that can be used to effectively deliver instruction. Strategies should be content-specific; entries should be 2-3 sentences in length. The Instructional Strategy and Resource Review Rubric will help guide development.
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.
Selected print or Web-based materials that support instruction; resources may include references to websites providing primary sources.
All resources should be reviewed using the Resource Review Rubric; entries should be concise and include a link to the most appropriate landing page with instructions on how to access particular resources.
Ideas that connect strands and/or topics within a grade and among disciplines; connections may include lesson or unit level questions that link the study of multiple content statements together.
Essential questions help focus teaching and learning on the big ideas or concepts of the grade-level or course; essential questions reflect the key ideas of social studies learning and may span multiple grade levels or courses.