History-Social Science

• September 2023

• May 2023

• January 2023

• October 2022

• September 2022

• January 2022

As part of its efforts to recognize the importance of civic learning and to promote equitable access to K-12 pathways to civic engagement, the California State Board of Education adopted the State Seal of Civic Engagement in the fall of 2020.

The state seal has come at an important time. In an era of increased political discord and social unrest, a recent study by the Civic Engagement Resource Group (CERG) at UC Riverside found that school district support for civic education is uneven, with limited resources being allocated for the subject. This is especially true for schools in underrepresented and historically marginalized communities. 

Right now, there’s an opportunity for many more students to get access to opportunities that help them make responsible decisions, collaborate, and have an impact on important issues. This comes at a time when students today are increasingly more involved in important civic issues. One example is in the State Seal of Civic Engagement, where the student-led organization GENup was instrumental and a crucial voice in calling for its creation. 

Through their words and actions, students are telling educators that they want to become more involved in civic life. The responsibility is on schools and districts to help students develop the skills, knowledge, and dispositions to make a positive impact in their communities and in the world around them. 

The subject areas [of history-social science] offer students the opportunity to learn about the world and their place in it, think critically, read, write, and communicate clearly. History, civics and government, geography, and economics are integral to the mission of preparing California’s children for college, careers, and civic life. These disciplines develop students’ understanding of the physical world, encourage their participation in our democratic system of government, teach them about our past, inform their financial choices, and improve their ability to make reasoned decisions based upon evidence. Moreover, these disciplines play a vital role in the development of student literacy because of a shared emphasis on text, argumentation, and use of evidence.​

California History-Social Science Framework
Chapter 1: Introduction

The focus of the SDCOE History-Social Science team is on supporting teachers to provide high quality instruction aligned to the California State Standards and Framework. Though high-quality instruction might look different in San Diego Country's diverse learning environments, there are common elements that will help students prepare to be globally competent and to be prepared for college, career, and civic life.

Students understand what they are learning and why they are learning it.

• Students describe the significance of topics (e.g. individuals, events) in relationship to larger questions, themes, and/or problems.
•  Students place topics within a broader context (spatial, chronological, etc.).
• Students connect their current work with their prior understanding
• Students explain what history-social science thinking skills or concepts they must use in answering a question of disciplinary significance.
• Students ask questions of disciplinary significance

Students engage in learning tasks to build, extend, and apply understanding.

• Students are engaged in tasks developed around a topic or question of disciplinary significance.
• Topics include "the role and contributions of both men and women, Native Americans, African Americans, Mexican Americans, Asian Americans, Pacific Islanders, European Americans, lesbians, gay, bisexual, and transgender Americans, persons with disabilities, and members of other ethnic and cultural groups" (Ed. Code Section 51204.5)
• Students are engaged in tasks set within larger context or problem.
• Students are engaged in tasks that allow them to investigate questions of disciplinary significance.
• Students analyze and evaluate primary and secondary sources.
• Students apply the disciplinary tools and concepts of civics, economics, geography, and history.
• Students communicate their findings and/or take informed action.

Students use language and literacy to communicate in disciplinary ways.

• Students develop and ask questions of disciplinary significance.
• Students use language to describe: cause and effect, change and continuity, significance, historical perspective, and/or the ethical dimensions of historical interpretations.
• Students read a variety of texts including: primary and secondary sources, images, artifacts, maps, data sets, and sources from a variety of perspectives.
• Students use language to communicate ideas, findings, and arguments supported by relevant evidence.
• Students engage in civil discourse: they listen to diverse ideas, they ask questions to clarify, they are respectful in providing counter arguments or ideas.

Students self-assess and reflect on their learning and understanding.

• Students reflect on whether new learning confirms their own knowledge or beliefs, adds to what they already know or believe, or challenges what they know or believe.
• Students consider the relationship between new learning and past learning.
• Students continually question and revise their historical narratives.
• Students develop questions for further investigation.

The teaching and learning of history-social science is supported by a number of local, state, and national organizations. They offer teachers and students a number of learning opportunities as well as quality resources.