|Alabama||The Alabama Course of Study Curriculum Guide for Social Studies is based on the Alabama Social Studies Course of Study which includes a strand of standards for civics and government.
Sample content examples in the curriculum guide include: describing rights and responsibilities of citizens of the Unites States (e.g. voting, freedom of speech, paying taxes) (2nd grade) and identifying individual and civic responsibilities in the community (e.g. respecting rights and properties of others, exhibiting good sportsmanship, participating in community projects) (7th grade).
|Curriculum Guide to the Alabama Course of Study Social Studies Grades K-12 (2006)
|Arkansas||N/A||Social Studies Curriculum Framework Documents (2015)
|California||The California History-Social Science Framework is based on the California History-Social Science Content Standards. According to the Framework, “preparing students for informed, skilled, and engaged participation in civic life is a key goal of social studies education and is addressed throughout the California History/Social Science Framework and Standards.” California’s students are expected to “learn about this nation’s founding principles of freedom and democracy, and of America’s ongoing struggles, setbacks, and achievements in realizing those principles. They consider the fight for political and social equality and efforts to achieve both economic growth and justice.” Among other things, students in grade 12: “explore the meaning of liberty and equality by considering the actions Americans have taken to organize in support of and opposition to government policies”, “study the recurrent theme of citizenship and voting by analyzing how these rights and privileges have been contested and reshaped over time” and “examine the many contributions of Americans seeking to define the meaning of citizenship across the country.” The framework provides opportunities for student participation in school and community service programs and activities and also includes an appendix on service-learning.
Sample content examples in the framework include:
focusing on developing and understanding citizenship, civic engagement, the basic structure of government, and the lives of famous national and local Americans who took risks to secure freedoms (3rd grade) and learning about the responsibilities they have or will soon have as voting members of an informed electorate (12th grade).
|California History-Social Science Framework (2016)
|Colorado||Colorado’s Curriculum Overview Samples are based on the Colorado Academic Standards which includes a strand of standards for civics.
Sample content examples in the samples include understanding: the choices of responsible citizens positively influence communities for the benefit of all (2nd grade), the roles and responsibilities of governments and the governed (7th grade), and how citizens act as a check on government (high school).
|Social Studies Curriculum Overview Samples (2013)
|Connecticut||The Connecticut Elementary and Secondary Social Studies Frameworks is a two-in-one document that provides the grade-level standards and considerations for curriculum.
Sample content examples in the framework include understanding: why it is important to be an active participant in the communities in which students belong (grade 1), how regions with participatory governments differ from those without (grades 6 and 7), and what it means to be a good citizen (high school).
|Connecticut Elementary and Secondary Social Studies Frameworks (2015)
|Delaware||Delaware's Recommended Curriculum Units and Lesson Plans are based on the Delaware Standards for Social Studies, which include a strand of standards for civics. The guides provide standards-aligned units and resources for use in the classroom, including a collection of civics-related performance tasks. Additional resources are provided by the Social Studies Coalition of Delaware.
Sample content examples include being able to: demonstrate what is the nature of a privilege and what a person has to do to earn or lose a privilege (grade 3), apply knowledge about the protections guaranteed in the Bill of Rights in order to explain how the protections apply in everyday life (grade 7), and understand the consequences of citizens not participating in a democracy (high school).
|Delaware Recommended Curriculum Units and Lesson Plans
Social Studies Coalition of Delaware
|District of Columbia||N/A|
|Georgia||The Georgia Department of Education Social Studies Unit Frameworks are based on the Social Studies Georgia Standards of Excellence, which include a strand of standards for Government/Civics in Kindergarten through Grade 8.
Sample content examples in the frameworks include: understanding that laws and people’s beliefs help decide who gets to make choices in government (grade 2) and understanding that individuals, groups, and institutions make decisions that impact a society through intended and unintended consequences (high school).
|Georgia Department of Education Social Studies Frameworks
|Kansas||The Kansas State Standards for History Government and Social Studies is a two-in-one document that provides the standards and instructional guides for teachers. The “document is designed to provide a uniform guide for instruction and is not intended to be a state-mandated curriculum for how and when content is taught. These decisions are left to local districts.”
Sample content examples provided in the standards include understanding: how being a good citizen benefits them, their family, their school, and their community (Kindergarten), exhibiting good citizenship skills, such as, showing respect, being responsible, having a positive attitude, exercising self-discipline, and engaging in conflict resolution (grade 4), and understanding what might justify acts of civil disobedience (high school, United States Government).
|The Kansas State Standards for History Government and Social Studies (2013)
|Maryland||The State Curriculum Toolkit for Social Studies is based on the Maryland State Curriculum for Social Studies, which includes a strand of standards for Political Science in grades K-8. The Toolkit provides clarification of the standards and objectives and also provides “lesson seeds”, which are aligned with an objective.||Maryland State Curriculum Toolkit
|Michigan||N/A. Michigan’s Grade-Specific Resources for Social Studies are based on the soon-to-be retired Social Studies Standards. Updated guides are not yet available.||Grade-Specific Resources for Social Studies K-8 GLCE and HSCE
|Minnesota||N/A. However, sample curriculum guides tied to the standards are provided by the Minnesota Center for Social Studies Education.||Minnesota Center for Social Studies Education
|Mississippi||The Mississippi Social Studies Framework is a two-in-one document that provides the grade-level standards and considerations for curriculum.||Mississippi Social Studies Framework (2011)
|Nebraska||The Nebraska Department of Education Standards Instructional Tool provides materials and resources aligned to the Nebraska Social Studies Standards, which have a strand of standards for Forms and Functions of Government and for Civic Participation. Resources and materials, not additional content examples, are provided for civics-related standards.||Nebraska Department of Education Standards Instructional Tool
|Nevada||The Nevada State Social Studies Standards is a two-in-one document that provides the standards and "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." The Department of Education website indicates that additional instructional materials are “coming soon.”||Nevada State Social Studies Standards (2008)
|New Hampshire||The New Hampshire K-12 Social Studies Curriculum Framework is a two-in-one document that provides the standards and instructional guides for teachers. However “the framework does not establish a statewide curriculum. It is the responsibility of local teachers, administrators and school boards to: identify and implement approaches best suited for the students in their communities to acquire the skills and knowledge suggested in the framework, determine the scope, organization, and sequence of course offerings, and choose the methods of instruction, the activities, and materials to be used.” The Department also provides an “Examples of Framework Implementation” document to assist districts in standards-aligned curriculum development.
||New Hampshire K-12 Social Studies Curriculum Framework (2006)
Examples of Framework Implementation
|New Jersey||The Social Studies Model Curriculum is based on the New Jersey Learning Standards for Social Studies. Student Learning Objectives, which reflect the expectations of the social studies indicators and provide clear targets to assist in the daily planning of lessons and the development of curriculum units, are provided for the following three high school courses: US History I, US History II, and World History. Additional Student Learning Objectives will be provided for other grades and courses as the Department moves forward with the Model Curriculum Project.||Model Curriculum - Social Studies
|New York||The New York State K-12 Social Studies Framework integrates the state standards and the core curriculum into a single, three-part document. It is intended to serve as a guide for local districts in developing their Social Studies curricula. Social Studies practices are identified, as well as the key ideas, conceptual understandings, and content specifications. Teachers are also provided a Social Studies Resource Toolkit and Field Guide to assist in standards-aligned instruction.||New York State K-12 Social Studies Framework
New York State K-12 Social Studies Resource Toolkit
New York State K-12 Social Studies Field Guide
|North Carolina||The Instructional Support Tools for Achieving New Standards is based on The North Carolina Essential Standards, which includes a strand of standards for Civics and Government. Deeper dives, content examples and additional resources are provided for each of the standards.
Sample content examples include: understanding that there are various ways to solve differences in conflicts and being able to summarize ways in which conflicts can be resolved (grade 1), understanding that political leaders often respond to citizen action, although change can be slow and knowing instances when citizen action produced societal change (grade 8), and understanding that a nation’s political systems are often comprised of adversarial groups which must find ways to resolve conflict and balance competing interests (high school, American History: The Founding Principles, Civics and Economics).
|Instructional Support Tools for Achieving New Standards (Unpacking Standards)
|North Dakota||N/A. However, teacher resource guides and textbooks tied to the standards and tied to civics education are provided for grades 4, 8, and high school by the North Dakota Studies Project.||North Dakota Studies: 4th grade, 8th grade and high school resources
North Dakota Studies: Civic Education
|Ohio||The Ohio Model Curricula for Social Studies is based on Ohio’s New Learning Standards for Social Studies, which includes a strand of standards for Government. Among other things, the model curricula include: instructional strategies and resources, strategies for meeting the needs of diverse learners, and clarifying statements to help make the standards more easily understood and taught.
Sample content examples include: identifying and listing behaviors that show respect for others (grade 1) and looking into an issue that is on the ballot for students’ home area in the Fall or Spring elections and then, creating a chart showing reasons people are opposed to or in favor of the issue (grade 4).
|The Ohio Model Curricula for Social Studies
|Oklahoma||N/A. However, the Department of Education provides other instructional support materials including coherency storylines, assessment resources and social studies academic vocabulary sorted by grade.||Social Studies Resources
|Oregon||N/A. However the Department of Education provides other standards-based resources including: instructional materials and “possible organizing structures” for defining the scope and sequence of study.||Social Sciences Standards-Based Resources
|Pennsylvania||N/A. At this time, the Social Studies Curriculum Frameworks are under construction.||Pennsylvania Curriculum Frameworks
|Rhode Island||N/A. However, the Department of Elementary and Secondary Education provides a “Guide to Civics Grade Span Expectations Resource Alignment” to assist in standards-aligned curriculum design as well as a list of online resources to support instruction.||Guide to Civics GSEs Resource Alignment
Rhode Island Grade Span Expectations for Social Studies Appendix B
|South Carolina||The South Carolina Academic Standards are accompanied by instructional support documents and resources for each grade and course that provide additional context to the standards, including what the students should know before entering and after exiting the grade or course as well as guidelines for assessment.||South Carolina Department of Education Support Documents and Resources
|Utah||N/A. However, Utah provides sample lesson plans and resources that are tied to the standards and objectives in Utah’s Core Standards for Social Studies.
||Social Studies Core
|Virginia||The History and Social Science Standards of Learning Curriculum Frameworks are based on Virginia’s History and Social Science Standards of Learning. Curriculum Framework documents are provided for grades K-3 and for “Civics and Economics” and “Virginia and U.S. History” courses.
Sample content examples in the curriculum guides include: understanding examples of being a good citizen (e.g. taking turns, sharing, participating in making classroom decisions) (Kindergarten), determining which responsibilities of citizenship are the most important (Civics and Economics), and collecting and analyzing data to explain major influences on voter turnout in three different localities in the Commonwealth (Virginia and the U.S. Government).
|History and Social Science Standards of Learning Curriculum Frameworks (2016)
|Washington||Washington’s “Suggested Unit Outlines for Social Studies Grade Level Expectations” are based on the K-12 Social Studies Learning Standards which include a strand of standards for civics. Civics, economics, geography, and social studies skills are embedded in the framework.
examples in the unit outlines include the benefits of diversity for a community, including the increased range of viewpoints, ideas, customs, and choices available (grade 3), explaining how the Declaration of Independence establishes life, liberty, and the pursuit of happiness as goals for our nation (grade 8), and evaluating how interest groups use money to promote their agendas and influence the political system (grade 12).
|Suggested Unit Outlines by Grade
|West Virginia||N/A. The Teach 21 Instructional Guides based on West Virginia’s College and Career Readiness Standards do not yet include guides for Social Studies..
||Teach 21 Instructional Guides for Social Studies
Though some states provide brief content examples for teachers in their standards documents, this question is meant capture states that provide detailed content examples for teachers in their standards or provide this information in a separate "curriculum framework" document. States marked as NA might provide some content examples for teachers, but either 1.) do not provide detailed content examples/instructional guides in their standards or 2.) do not provide separate curriculum frameworks.