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Social Studies Outcomes
Fall 1996
Revised Spring 2000

Program Outcomes:
Students will . . .

1. be able to problem solve through a systematic approach, such as used during research or in social situations.
2. develop a knowledge of history, government, current events, geography, and economics.
3. improve social skills and knowledge of cultural diversity.

Developed by USD 417 Social Studies Educators:
Carol Crippen, Council Grove Elementary, Kindergarten
Jean Johnson, Dwight Elementary, Kindergarten
Lisa Deitmaring, Dwight Elementary, Grade 1
Jill Mayer, Alta Vista Elementary, Grade 1
Heather Fischer, Alta Vista Elementary, Grade 2
Cheryl Picolet, Council Grove Elementary, Grade 2
Dwight Andres, Alta Vista Elementary, Grade 3
Becky Catlin, Council Grove Elementary, Grade 3
Marilyn Luebbert, Council Grove Elementary, Grade 4
Sharon Richardson, Wilsey Elementary, Grade 4
Kathie Miller, Alta Vista Elementary, Grade 5
Mae Thomas, Council Grove Elementary, Grade 5
Teresa Disberger, Council Grove Elementary, Grades 6-8
Sheila Litke, Alta Vista Elementary, Grades 6-8
Amy Morgan, Dwight Elementary, Grades 6-8
John Turkovic, Council Grove Elementary, Grades 6-8
Greg Avers, Council Grove High School, Grades 9-12
Deryl Jimerson, Council Grove High School, Grades 9-12
Kelly McDiffett, Council Grove High School, Grades 9-12
Diane Miller, Director of Curriculum

Reading the Social Studies Curriculum Guidelines:
•SS.3.4. - This indicates that you are looking at an outcome for Social Studies, Grade 3, outcome #4.
•The social studies outcomes for each grade level and course have been aligned with the Iowa Tests of Basic Skills, Kansas Social Studies Assessments, and Criterion- Referenced Tests (CRTs). Notations are made in the proper boxes beside the social studies outcomes when that outcome will be assessed in any of the ways mentioned earlier (ITBS, KS Assessments, CRTs).
•Abbreviations for alignment are as follows:
CRT - Criterion-Referenced Tests
ITBS - Iowa Tests of Basic Skills
KS - Kansas Social Studies Assessments
PF - Portfolios
•A space has been provided for teachers to “check off” an outcome as it is planned for or taught. This allows for planning, organization, and accountability.

“GENERAL GUIDELINES”
USD 417 SOCIAL STUDIES CURRICULUM

Concerns noted by the social studies curriculum committee for further investigation:
•Economics education seems to be lacking throughout the K-12 curriculum.
•Different text resources need to be considered for the seventh grade, sociology, and psychology.
•Updated student world atlases would be a valuable resource for the schools.
•Local assessments would be more valuable to our district than the Criterion-Referenced Tests (CRTs) currently available to the teachers.
•Social Studies classes are not required until the junior and senior year of high school. Although many students do take a social studies class during the first two years of high school, not all students do this. Teachers cannot rely on classes during those first two years of high school to support social studies knowledge. This could result in some students having no experience with a social studies class between junior high and the junior year in high school. This also results in much responsibility being placed on junior high teachers to prepare students for both junior high and high school assessments.
•Students need to have experience with economics and geography before the junior year in high school.

Recommendations by the social studies curriculum committee:
•Junior high and high school teachers need to instruct and assess that students have a working vocabulary for basic economics and government.
•Instruction in the areas of major artistic movements, major artists, and styles of architecture by art teachers at the junior high level would benefit students.
•Religions in relation to the development of cultures should be addressed.
•Teachers should remember that a tally in the assessments column indicates that testing may be done at that grade/course level or at a future grade/course level. Since our district participates in the Iowa Tests of Basic Skills (ITBS) early in the fall semester teachers are depending on earlier teachers to have taught to that outcome.
•Buildings should assess the need for globes, maps, and map rollers.
•Kindergarten students would benefit from the use of Weekly Reader to supplement social studies instruction.
•Grade 5 teachers will investigate the use of “Exchange City” activities to provide a solid foundation in economics for junior high and high school students.
•The following pages provide easy reference materials for teachers to assist in teaching for higher-order thinking skills and the problem solving model used in our district as it relates to social studies assessments in the state of Kansas.

Last Updated March 3, 2003