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ERIC Number: EJ1045415
Record Type: Journal
Publication Date: 2014-Sep
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0037-7724
Developing State and Local Social Studies Standards
Social Education, v78 n4 p199-201 Sep 2014
The introduction of standards-based instruction ushered in a movement to clearly articulate the academic outcomes for students across the curriculum. State departments of education and local school districts across the nation have invested tremendous resources to define what students "need to know and be able to do" in English Language Arts, Mathematics, Social Studies, Science and other subject areas. Adopted standards have become the driving force of instructional programs by informing instructional practices in the classroom, curriculum frameworks, textbooks and other instructional materials, and assessment items and protocols. Therefore, the development of standards should be treated as a serious matter by engaging a collective audience of educational stakeholders in a deliberate, transparent process of development, revision, and adoption. The purpose of this position statement is to offer recommendations regarding the process for developing social studies standards and guidelines for determining their content at the state or local level. Because the National Council for the Social Studies (NCSS) believes the development of social studies standards should be a collective effort of educational and community stakeholders, this position statement is intended to inform all educators and the general public. This position statement can be utilized to transform social studies education across the nation to be a powerful and essential component of every young person's education.
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Practitioners; Community
Language: English
Sponsor: N/A
Authoring Institution: N/A