Pennsylvania Code
Title 22 - EDUCATION
Part I - State Board of Education
Subpart A - Miscellaneous Provisions
Chapter 4 - ACADEMIC STANDARDS AND ASSESSMENT
ENFORCEMENT AND IMPLEMENTATION
Appendix C - Academic Standards for Civics and Government and Economics and Geography and History

Current through Register Vol. 54, No. 44, November 2, 2024

Introduction... XXIII.

THE ACADEMIC STANDARDS

Historical Analysis and Skills Development ... 8.1.

A. Chronological Thinking

B. Historical Comprehension

C. Historical Interpretation

D. Historical Research

Pennsylvania History ...8.2.

A. Contributions of Individuals and Groups

B. Documents, Artifacts and Historical Places

C. Influences of Continuity and Change

D. Conflict and Cooperation Among Groups

United States History ...8.3.

A. Contributions of Individuals and Groups

B. Documents, Artifacts and Historical Places

C. Influences of Continuity and Change

D. Conflict and Cooperation Among Groups

World History ...8.4.

A. Contributions of Individuals and Groups

B. Documents, Artifacts and Historical Places

C. Influences of Continuity and Change

D. Conflict and Cooperation Among Groups

Reading ...8.5

Students read, understand, and respond to informational text in the content area-with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence.

. Key Ideas and Details

. Craft and Structure

. Integration of Knowledge and Ideas

. Range and Level of Complex Text

Writing ...8.6

Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

. Text Types and Purposes

. Production and Distribution of Writing

. Research to Build and Present Knowledge

. Range of Writing

Glossary ...XXIV.

XIV. INTRODUCTION

This document includes Academic Standards for Civics and Government that describe what students should know and be able to do in four areas:

. 5.1. Principles and Documents of Government

. 5.2. Rights and Responsibilities of Citizenship

. 5.3. How Government Works

. 5.4. How International Relationships Function The Civics and Government Academic Standards describe what students should know and be able to do at four grade levels (third, sixth, ninth and twelfth). Throughout the standard statements, concepts found in lower grades must be developed more fully throughout higher grade levels.

The Pennsylvania Constitution of 1790 was the basis for the Free Public School Act of 1834 that is the underpinning of today's system of schools operating throughout the Commonwealth. These schools were created to educate children to be useful citizens, loyal to the principles upon which our Republic was founded, and aware of their duties as citizens to maintain those ideals.

The Academic Standards for Civics and Government are based on the Public School Code of 1949 which directs ''. . . teaching and presentation of the principles and ideals of the American republican representative form of government as portrayed and experienced by the acts and policies of the framers of the Declaration of Independence and framers of the Constitution of the United States andBill of Rights. . .''. The intent of the Code is that such instruction ''shall have for its purpose also instilling into every boy and girl who comes out of public, private and parochial schools their solemn duty and obligation to exercise intelligently their voting privilege and to understand the advantages of the American republican form of government as compared with various other forms of governments.''

The Academic Standards for Civics and Government consist of four standard categories (designated as 5.1., 5.2., 5.3., and 5.4.). Each category has a number of standards statements designated by a capital letter. Some standard statements have bulleted items known as standard descriptors. The standard descriptors are items within the document to illustrate and enhance the standard statement. The categories, statements and descriptors are regulations. The descriptors may be followed by an "e.g.". The "e.g.'s" are examples to clarify what type of information could be taught. These are suggestions and the choice of specific content is a local decision as is the method of instruction.

Civics and Government along with Economics, Geography and History are identified as Social Studies in Chapter 4. This identification is consistent with citizenship education in Chapter 49 and Chapter 354. Based on these regulations, Social Studies/Citizenship Programs should include the four sets of standards as an entity in developing a scope and sequence for curriculum and planned instruction.

A glossary is included to assist the reader in clarifying terminology contained in the standards.

XV. GLOSSARY

Academic Standards for Economics

XVI. TABLE OF CONTENTS

Introduction...XVII.

THE ACADEMIC STANDARDS

Economic Systems...6.1.

A. Similarities and Differences in Economic Systems

B. Traditional, Command and Market Economics

C. Measures of Economic Activity

D. Expansion, Recession and Depression in the Economy

Markets and the Functions of Governments...6.2.

A. Market Transactions

B. Costs and Benefits of Competition

C. Function of Money

D. Economic Institutions

E. Changes in Supply and Demand

F. Forces that Can Change Price

G. Sources of Tax Revenue

H. Economic Roles for Governments

I. Public Goods

J. Costs and Benefits of Taxation

K. Impact of Media on the Cost and Benefits of Decisions

L. Exchange Rates

Scarcity and Choice...6.3.

A. Scarcity and Limited Resources

B. Economic Reasoning of Choices

C. Allocation of Resources

D. Marginal Analysis and Decision-Making

E. Opportunity Cost

F. Incentives

Economic Interdependence...6.4.

A. Specialization

B. Trade

C. Implementation or Reduction of Trade Barriers

D. Pennsylvania Economic Patterns

E. Global Production and Consumption of Goods or Services

F. Comparative Advantage

G. Geographic Patterns of Economic Activities

Work and Earnings...6.5.

A. Factors Influencing Wages

B. Labor Productivity

C. Type of Businesses

D. Profits and Losses

E. Distribution of Wealth

F. Entrepreneurship

G. Costs and Benefits of Saving

H. Impact of Interest Rates

Glossary . . . . XVIII.

XVII. INTRODUCTION

This document includes Academic Standards for Economics that describe what students should know and be able to do in five areas:

* 6.1. Economic Systems

* 6.2. Markets and the Functions of Governments

* 6.3. Scarcity and Choice

* 6.4. Economic Interdependence

* 6.5. Work and Earnings

The Economic Standards describe what students should know and be able to do at four grade levels (third, sixth, ninth and twelfth). They reflect the increas- ing complexity and sophistication that students are expected to achieve as they progress through school. This document attempts to avoid repetition and makes obvious progression across grade levels. Topics and concepts in Economics directly relate to Environment and Ecology Standard 4.2 and Geography Standard 7.3. As a social science, Economics Standards should be Cross-Walked and related to the Civics and Government, Geography and History Standards to cre- ate an interdisciplinary view of the world.

Economics is concerned with the behavior of individuals and institutions engaged in the production, exchange and consumption of goods and services. As technology helps to reshape the economy, knowledge of how the world works is critical. People entering the workforce cannot function effectively without a basic knowledge of the characteristics of economic systems, how markets establish prices, how scarcity and choice affect the allocation of resources, the global nature of economic interdependence and how work and earnings impact produc- tivity.

A Pennsylvania governor remarked, ''Among the freedoms we enjoy in America in our pursuit of happiness is the freedom to be independent, creative, visionary and entrepreneurial. We are free to pursue dreams. . .'' To succeed, however, every student must know how to manage resources, prepare for the workforce, make wise investments and be informed about public policy. These standards are intended to provide direction in learning how economic activity impacts the forces of everyday life.

The academic standards for Economics consist of five standard categories (designated as 6.1., 6.2., 6.3., 6.4. and 6.5.). Each category has a number of standards statements designated by a capital letter. Some standard statements have bulleted items known as standard descriptors. The standard descriptors are items within the document to illustrate and enhance the standard statement. The categories, statements and descriptors are regulations. The descriptors may be followed by an "e.g." The "e.g.'s" are examples to clarify what type of information could be taught. These are suggestions and thechoice of specific content is a local decision as is the method of instruction.

Economics along with Civics and Government, Geography, and History are identified as Social Studies in Chapter 4. This identification is consistent with citizenship education in Chapter 49 and Chapter 354. Based on these regulations, social studies/citizenship programs should include four sets of standards as an entity in developing a scope and sequence for curriculum and planned instruction.

A glossary is included to assist the reader in clarifying terminology contained in the standards.

XVIII. GLOSSARY

Academic Standards for Geography

XIX. TABLE OF CONTENTS

.XX INTRODUCTION

This document includes Academic Standards for Geography that describe what students should know and be able to do in four areas:

* 7.1. Basic Geographic Literacy

* 7.2. The Physical Characteristics of Places and Regions

* 7.3. The Human Characteristics of Places and Regions

* 7.4. The Interactions Between People and Places

The Geography Standards describe what students should know and be able to do at four grade levels (third, sixth, ninth and twelfth). They reflect the increasingly complex and sophisticated understanding of geography that students are expected to achieve as they progress through school. Throughout the standards, all grade levels must address the local-to-global progression (scales). Basic concepts found in lower grade levels must be developed more fully at higher grade levels.

Geography is the science of space and place on Earth's surface. Its subject matter is the physical and human phenomena that make up the world's environments and places. These standards build on using geographic tools as a means for asking and answering geographic questions; setting information into a range of spatial contexts; recognizing places and regions as human concepts; understanding the physical processes that have shaped Earth's surface and the patterns resulting from those processes; identifying the relationships between people and environments; recognizing the characteristics and distribution of people and cultures on Earth's surface; focusing on the spatial patterns of settlements and their resulting political structures; and exploring the networks of economic interdependence and the importance of resources.

At each grade level, instructional content should be selected to support the development of geographic understanding. In the primary grade levels (1-3), the emphasis should be on identifying the basic characteristics of the world (answering the what question); at the intermediate grade levels (4-6), the emphasis should be on describing spatial patterns of phenomena (answering the where and when questions); at the middle grade levels (7-9), the emphasis should be on explaining spatial patterns of phenomena (answering the how question); and at high school grade levels (10-12), the emphasis should be on analyzing spatial patterns of phenomena (answering the why question). Although the emphasis may focus on specific questions, these questions may be encountered at any grade level.

Geography is an integrative discipline that enables students to apply geography skills and knowledge to life situations at home, at work and in the community. Therefore, these standards should be cross-walked with those in Civics and Government, Economics and History to create an interdisciplinary view of the world. Topics and concepts in geography directly relate to standard statements in Environment and Ecology, Economics, Mathematics, Science and Technology and Civics and Government.

Teachers should employ the Five Fundamental Themes of Geography while proceeding through the Academic Standards for Geography. The relationship between the themes and the standards is clear. The standards describe what students should know and be able to do while the themes provide a clear conceptual basis for teachers and students to use in organizing their knowledge.

These are the Five Fundamental Themes of Geography:

The academic standards for Geography consist of four standard categories (designated as 7.1., 7.2., 7.3., and 7.4.). Each category has two to five standard statements (designated by a capital letter). Most standard statements have bulleted items known as standard descriptors. The standard descriptors are items within the document to illustrate and enhance the standard statement. The categories, statements and descriptors are regulations. The descriptors may be followed by an "e.g." The "e.g.'s" are examples to clarify what type of information could be taught. These are suggestions and the choice of specific content is a local decision as is the method of instruction.

Geography along with Civics and Government, Economics, and History are identified as Social Studies in Chapter 4. This identification is consistent with citizenship education in Chapter 49 and Chapter 354. Based on these regulations, Social Studies/Citizenship programs should include the four sets of standards as an entity in developing a scope and sequence for curriculum and planned instruction.

A glossary is included to assist the reader in clarifying terminology contained in the standards.

XXI. GLOSSARY

Academic Standards for History

XXII. TABLE OF CONTENTS

XXIII. INTRODUCTION

This document includes Academic Standards for History that describe what students should know and be able to do in four areas:

* 8.1. Historical Analysis and Skills Development

* 8.2. Pennsylvania History

* 8.3. United States History

* 8.4. World History

The History Standards describe what students should know and be able to do at four grade levels (third, sixth, ninth and twelfth). They reflect an understanding of chronological events and the application of historical thinking skills in viewing the human record. These academic standards provide an organizing content for schools.

The Academic Standards for History are grounded in the Public School Code of 1949 which directs "... study in the history and government of that portion of America which has become the United States of America, and of the Commonwealth of Pennsylvania . . .". Chapter 4-Academic Standards and Assessment in § 4.21 (relating to elementary education; primary and intermediate levels) reinforces the School Code by indicating that the history of the United States and the history of the Commonwealth must be taught once by the end of elementary school. In addition, § 4.22 (relating to middle level education) indicates that planned instruction in the history and cultures of the United States, the Commonwealth and world shall be provided. Chapter 4 also states that planned instruction shall be provided in the history and cultures of the United States, the Commonwealth and world in § 4.23 (relating to high school education).

To support the intent of the Public School Code and Chapter 4, this document creates four standard categories. The four standard categories were designed to meld historical thinking (8.1. Historical Analysis and Skills Development) with historical understanding (8.2. Pennsylvania History, 8.3. United States History, and 8.4. World History) to describe what students should know and be able to do.

Standard category 8.1. Historical Analysis and Skill Development provides the basis for learning the content within the other three standard categories. The intent of the history standards is to instill in each student an ability to comprehend chronology, develop historical comprehension, evaluate historical interpretation and to understand historical research. One should not view these standards as a list of facts to recall, rather as stated in the opening phrase to the Pennsylvania, United States and World standard categories, "Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze the interaction of cultural, economic, geographic, political and social relations."

These standards provide a history framework to permit every school and teacher to create planned instruction. The content within this document is general and does not represent a course or even a portion thereof. Every school is encouraged to move beyond these standards. These standards are merely a starting point for the study of history. Planned instruction to meet these standards is required; however, the methodology, resources and time are not recommended nor implied.

History is a discipline that interprets and analyzes the past. It is a narrative-a story. In order to tell the story it is not sufficient to simply recall facts; it is also necessary to understand the context of the time and place and to apply historical thinking skills. It is with this concept established, that the content delineated in Pennsylvania, United States and World histories should be approached. Having established the need to move beyond recall, it is the intent of these standards to give students throughout Pennsylvania a common cultural literacy.

Pennsylvania, United States, and World History standard categories use the same four standard statements to guide teachers in developing planned instruction. The four standard statements are:

(A) Political and Cultural Contributions of Individuals and Groups;

(B) Primary Documents, Material Artifacts and Historical Places;

(C) How Continuity and Change Has Influenced History;

(D) Conflict and Cooperation Among Social Groups and Organizations. The chart, Four Standard Statements within the Academic Standards for History: An Overview outlines standard statements and descriptors.

Although the standard statements are similar across grade levels and standard categories, the degree of comprehension, changes in content and shifts in chronology differ. Although different grade levels outline different chronological periods within the standards, it is intended that the specified chronological eras be linked to past learnings and that all eras be linked to the present. Linking to past learnings and the present is important, but so is addressing the standard statements in more depth. Therefore the following chronological time periods for the standard categories are established for the standard categories.

Districts are encouraged to delineate each chronological period into less expansive historical eras within their planned instruction. The content listed in grade levels 1-3, 4-6, 7-9 and 10-12 should be age appropriate for the students in those grade levels and the reader should interpret each standard descriptor in that manner.

The Academic Standards for History consist of four standard categories (designated as 8.1., 8.2., 8.3., and 8.4.). Each category has four standard statements (designated A, B, C, and D). Most standard statements have bulleted items known as standard descriptors. The standard descriptors are items within the document to illustrate and enhance the standard statement. The categories, statements and descriptors are the regulations. The descriptors many times are followed by an "e.g.." The "e.g.'s" are examples to clarify what type of information could be taught. These are suggestions and the choice of specific content is a local decision as is the method of instruction.

History along with civics and government, economics and geography are identified as social studies in Chapter 4. This identification is consistent with citizenship education in Chapters 49 and 354 (relating to certification of professional personnel; and preparation of professional educators). Based on these regulations, social studies/citizenship programs should include the four sets of standards as an entity in developing a scope and sequence for curriculum and planned instruction.

A glossary is included to assist the reader in understanding terminology contained in the standards.

Pennsylvania Core Standards for Reading inHistory and Social StudiesGrades 6-12

INTRODUCTION

These standards describe what students in the social studies classroom should know and be able to do with the English language in reading, grade 6 through 12. The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms. Although the standards are not a curriculum or a prescribed series of activities, school entities will use them to develop a local school curriculum that will meet local students' needs.

The standards below begin at grade 6; standards for K-5 reading in history/social studies, science, and technical subjects are integrated into the K-5 Reading standards.

The English Language Arts Standards for History and Social Studies also provide parents and community members with information about what students should know and be able to do as they progress through the educational program and at graduation. With a clearly defined target provided by the standards, parents, students, educators and community members become partners in learning. Each standard implies an end of year goal-with the understanding that exceeding the standard is an even more desirable end goal.

Pennsylvania Core Standards for Writing in History and Social StudiesGrades 6-12

INTRODUCTION

These standards describe what students in the social studies classroom should know and be able to do with the English language in writing, grade 6 through 12. The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms. Although the standards are not a curriculum or a prescribed series of activities, school entities will use them to develop a local school curriculum that will meet local students' needs.

The standards below begin at grade 6; standards for K-5 reading in history/social studies, science, and technical subjects are integrated into the K-5 Writing standards.

The English Language Arts Standards for History and Social Studies also provide parents and community members with information about what students should know and be able to do as they progress through the educational program and at graduation. With a clearly defined target provided by the standards, parents, students, educators and community members become partners in learning. Each standard implies an end of year goal-with the understanding that exceeding the standard is an even more desirable end goal.

* Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

XXIV. GLOSSARY