SBE Meeting 10/2011 Attachment : GCS 4 EXECUTIVE SUMMARY. North Carolina Social Studies Essential Standards Alignment to the Founding Principles Act

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1 SBE Meeting 10/2011 Attachment : GCS 4 EXECUTIVE SUMMARY Title: North Carolina Social Studies Essential Standards Alignment to the Founding Principles Act Type of Executive Summary: Consent Action Action on First Reading Discussion Information Policy Implications: Constitution General Statute #115C-81 (g) SBE Policy #GCS-F-003 and GCS-N-004 SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other Presenter(s): Dr. Rebecca Garland (Chief Academic Officer, Academic Services and Instructional Support) and Dr. Maria Pitre-Martin (Director, K-12 Curriculum and Instruction Division) Description: On June 23, 2011, the North Carolina General Assembly passed The Founding Principles Act (SL ) that directs local boards of education to require, as a condition of high school graduation, students to successfully complete a semester course, "American History I - The Founding Principles." Additionally, the Department of Public Instruction and local boards of education, as appropriate, are directed to provide "curriculum content" to support this course. Lastly, the Act directs the State Board of Education to align "any curriculum-based tests developed and administered statewide" to include the content expressed in the Act. With the passage of The Founding Principles Act, the 2010 North Carolina Essential Standards for United States History I have been aligned to reflect all of the content enumerated therein. Because the United States History I Essential Standards have a 100% alignment with the content outlined in The Founding Principles Act, the standards do not need to be revised. Members of the NC DPI K-12 Social Studies section have modified the 2010 NC Essential Standards document for United States History I to indicate alignment to the Act. This modification includes changing the name of United States History I to American History I: The Founding Principles to reflect the course name identified in the Act. Consequently, the name of United States History II was changed to American History II for consistency. Alignment documents for the Civics and Economics course are included in the report as well because this course provides a more in-depth study of the content outlined in The Founding Principles Act and will serve as reinforcement for the American History I course. In March 2011, House Bill 48 was signed into law and eliminated statewide standardized testing in the public schools, except as required by federal law or as a condition of a federal grant. This legislation included the elimination of the United States History End-of-Course test as well as the Civics and Economics End-of-Course test, both of which could have been used to measure student competence regarding the content outlined in The Founding Principles Act. As an alternative to standardized testing, NC DPI staff members have developed assessment tasks that districts may use to assess content for the American History I course as well as student writing competency. The sample tasks could also be included as content formative assessment items in the Online Writing Instruction (OWI) system to which districts have access. Resources: NC DPI Social Studies and Accountability Services/Test Development staff Input Process: Staff members

2 Stakeholders: Students, teachers, principals, central office personnel, parents, social studies organizations, community members, and civic groups Timeline For Action: This item is submitted to the State Board of Education for action on first read at the October 2011 meeting. Recommendations: It is requested that State Board of Education members accept the report that will be submitted to the Joint Legislative Education Oversight Committee regarding implementation requirements outlined in The Founding Principles Act. Because of the importance of the content outlined in the Founding Principles Act, it is recommended that the State Board encourage LEAs to administer American History I writing assessments in order to measure student comptencies on the Founding Principles Audiovisual equipment requested for the presentation: Data Projector/Video (Videotape/DVD and/or Computer Data, Internet, Presentations-PowerPoint preferred) Specify: Audio Requirements (computer or other, except for PA system which is provided) Specify: Document Camera (for transparencies or paper documents white paper preferred) Motion By: Seconded By: Vote: Yes No Abstain Approved Disapproved Postponed Revised *Person responsible for SBE agenda materials and SBE policy updates: 2

3 GENERAL ASSEMBLY OF NORTH CAROLINA SESSION 2011 SESSION LAW HOUSE BILL 588 AN ACT TO ENACT THE FOUNDING PRINCIPLES ACT. Whereas, the survival of the republic requires that our nation's children, the future guardians of its heritage and participants in its governance, have a clear understanding of the Founding Philosophy and the Founding Principles of government for a free people, which are found in the Declaration of Independence, the United States Constitution, the Federalist Papers, and the writings of the Founders, and an understanding of their preservation; Now, therefore, The General Assembly of North Carolina enacts: SECTION 1. This act shall be known as "The Founding Principles Act." SECTION 2. G.S. 115C-81(g) reads as rewritten: "(g) Civic Literacy. (1) Local boards of education shall require during the high school years the teaching of the nation's founding and related documents, which shall include at least the major principles in the Declaration of Independence, the United States Constitution and its amendments, and the most important of the Federalist Papers. a semester course "American History I The Founding Principles," to include at least the following: a. The Creator-endowed inalienable rights of the people. b. Structure of government, separation of powers with checks and balances. c. Frequent and free elections in a representative government. d. Rule of law. e. Equal justice under the law. f. Private property rights. g. Federalism. h. Due process. i. Individual rights as set forth in the Bill of Rights. j. Individual responsibility. A passing grade in the course shall be required for graduation from high school. (2) Local boards of education shall require that high school students demonstrate knowledge and understanding of the nation's founding and related documents in order to receive a certificate or diploma of graduation from high school. (3) Local boards of education shall include among the requirements for graduation from high school a passing grade in all courses that include primary instruction in the Declaration of Independence, the United States Constitution and its amendments, and the most important of the Federalist Papers. (3a) Local boards of education shall allow and may encourage any public school teacher or administrator to read or post in a public school building, classroom, or event, excerpts or portions of writings, documents, and records that reflect the history of the United States, including, but not limited to, (i) the preamble to the North Carolina Constitution, (ii) the Declaration of Independence, (iii) the United States Constitution, (iv) the Mayflower Compact, (v) the national motto, (vi) the National Anthem, (vii) the Pledge of Allegiance, (viii) the writings, speeches, documents, and proclamations of *H588-v-3*

4 (3b) the founding fathers and Presidents of the United States, (ix) decisions of the Supreme Court of the United States, and (x) acts of the Congress of the United States, including the published text of the Congressional Record. Local boards, superintendents, principals, and supervisors shall not allow content-based censorship of American history in the public schools of this State, including religious references in these writings, documents, and records. Local boards and professional school personnel may develop curricula and use materials that are limited to specified topics provided the curricula and materials are aligned with the standard course of study or are grade level appropriate. A local school administrative unit may display on real property controlled by that local school administrative unit documents and objects of historical significance that have formed and influenced the United States legal or governmental system and that exemplify the development of the rule of law, such as the Magna Carta, the Mecklenburg Declaration, the Ten Commandments, the Justinian Code, and documents set out in subdivision (3a) of this subsection. This display may include, but shall not be limited to, documents that contain words associated with a religion; provided however, no display shall seek to establish or promote religion or to persuade any person to embrace a particular religion, denomination of a religion, or other philosophy. The display of a document containing words associated with a religion shall be in the same manner and appearance generally as other documents and objects displayed and shall not be presented or displayed in any fashion that results in calling attention to it apart from the other displayed documents and objects. The display also shall be accompanied by a prominent sign quoting the First Amendment of the United States Constitution as follows: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances." (4) The State Board of Education shall require that any high school level curriculum-based tests developed and administered statewide beginning with the academic year include questions related to the philosophical foundations of our form of government and the principles underlying the Declaration of Independence, the United States Constitution and its amendments, and the most important of the Federalist Papers. (5) The State Department of Public Instruction and the local boards of education, as appropriate, shall establish provide or cause to be provided curriculum content for the semester course required in subdivision (1) of this subsection and provide for teacher training to ensure that the intent and provisions of this subsection are carried out. The curriculum content established shall include a review of the contributions made by Americans of all races. (6) The Department of Public Instruction shall submit a biennial report by October 15 of each odd-numbered year to the Joint Legislative Education Oversight Committee covering the implementation of this subsection." Page 2 Session Law SL

5 SECTION 3. This act is effective when it becomes law and applies beginning with the school year. In the General Assembly read three times and ratified this the 18 th day of June, s/ Philip E. Berger President Pro Tempore of the Senate s/ Thom Tillis Speaker of the House of Representatives s/ Beverly E. Perdue Governor Approved 5:10 p.m. this 23 rd day of June, 2011 SL Session Law Page 3

6 NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Globally Competitive Students Category: Standard Course of Study Policy ID Number: GCS-F-003 Policy Title: Policy delineating the NC Standard Course of Study for Social Studies, Grades K-12 Current Policy Date: 12/02/2010 Other Historical Information: Previous board dates: 12/05/1991, 03/13/1997, 12/06/2001, 06/30/2005 Statutory Reference: GS 115C-81 Administrative Procedures Act (APA) Reference Number and Category: P lease refer to the insert NC Standard Course of Study - Social Studies K-12 Curriculum. This manual is available for purchase from the NC Department of Public Instruction. For price and availability, please call the Publication Sales Section of the Communications and Information Services Division at Instructions for ordering will be given at that time. Questions regarding the NC Standard Course of Study - Social Studies K-12 Curriculum should be directed to: NC Department of Public Instruction Division of K-12 Curriculum and Instruction Social Studies Section 6345 Mail Service Center Raleigh, NC Grades K-12 (919) The NC Standard Course of Study - Social Studies K-12 Curriculum is also available from the following link: 4

7 NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Globally Competitive Students Category: Student Accountability Standards/Graduation Requirements Policy ID Number: GCS-N-004 Policy Title: 16 NCAC 6D.0503 State graduation requirements Current Policy Date: 04/07/2011 Other Historical Information: Previous board dates: 12/01/1999, 05/04/2000, 06/01/2000, 07/12/2001, 10/04/2001, 03/07/2002, 05/02/2002, 07/11/2002, 06/03/2004, 01/06/2005, 10/06/2005, 05/03/2007,09/11/2008,06/04/2009,10/07/2010,12/02/2010 Statutory Reference: GS 115C-12(9b); GS 115C-81(b)(4); NC Constitution, Article IX, Section 5 Administrative Procedures Act (APA) Reference Number and Category: 16 NCAC 6D.0503 THIS POLICY HAS BEEN ADOPTED BY THE NC STATE BOARD OF EDUCATION, BUT IS STILL PENDING CODIFICATION IN THE NC ADMINISTRATIVE CODE. ALL CODIFIED RULES MAY BE ACCESSED BY GOING TO THE OAH WEBSITE. The year a student enters grade nine for the first time determines the graduation course requirements the student must meet. I. FOR STUDENTS ENTERING GRADE 9 FOR THE FIRST TIME IN and or In order to graduate and receive a high school diploma, students entering grade nine for the first time in and or shall pass as defined in State Board of Education Policy GCS-L-004 (High School Transcript) the Future-Ready Core course of study, meet proficiency standards defined in State Board of Education Policy GCS-N-003. Note: The Occupational Course of Study is available for those students with disabilities who are specifically identified for this program. FUTURE-READY CORE COURSE OF STUDY. (21 credits) Students entering ninth grade for the first time in and or and are following the Future-Ready Core must pass the following courses: 1. 4 sequential English credits which shall be: a. Starting with English I b. English II c. English III d. English IV 5

8 (Effective with the 10 th grade class of , Early College High School students shall either complete the English I-IV courses referenced above or shall complete the courses described below: English I English II English III and IV shall be satisfied by the following combination of four courses: English 111 (Expository Writing); Either 112 (Argument-Based Research), 113 (Literature-Based Research), or 114 (Professional Research and Reporting); and Either English 231: American Literature I (literature to the Civil War) English 232: American Literature II (literature from the Civil War to modern day) English 233; Major American Writers English 234: Modern American Poets; and Either English 241: British Literature I (literature to the Romantic Period) English 242: British Literature II (literature from the Romantic Period to modern day), and English 243: Major British Writers 2. 4 Mathematics credits which shall be either: a. Algebra I, Geometry, Algebra II and a fourth mathematics course to be aligned with the student s post high school plans or b. Integrated Mathematics I, II, and III and a fourth mathematics course to be aligned with the student s post high school plans Note: Students seeking to complete minimum application requirements for UNC universities must successfully complete four mathematics courses which include a mathematics course with either Algebra II or Integrated Mathematics III as a pre-requisite. Note: In the rare instance a principal exempts a student from the Future-Ready Core mathematics sequence, except as limited by N.C.G.S. 115C-81(b), the student will be required to pass: i. Algebra I and Geometry plus either Alternative Mathematics I and Alternative Mathematics II or two application-based mathematics courses as determined by the LEA or ii. Algebra I and Algebra II plus either Alternative Mathematics I and Alternative Mathematics II or two application-based mathematics courses as determined by the LEA or iii. Integrated Mathematics I and Integrated Mathematics II plus either Alternative Mathematics I and Alternative Mathematics II or two other application-based mathematics courses as determined by the LEA Science credits which shall be: a. a physical science course b. Biology c. an earth/environmental science course 4. 3 Social Studies credits which shall be: 6

9 a. Civics and Economics b. US History c. World History Note: Effective with students entering the ninth grade for the first time in , World History must be taken to meet the requirements of World Studies Health and Physical Education credit 6. 2 Elective credits of any combination from either: a. Career and Technical Education (CTE) or b. Arts Education or c. World Language (Credits in the same second language or demonstration of proficiency in a language other than English as determined by the LEA. Minimum application requirements for UNC universities require students to pass two years of a world language.) Note: For clarification, possible elective combinations may include 2 World Language credits; or 1 CTE credit and 1 Arts Education credit; or 2 CTE credits; or 1 Arts Education credit and 1 World Language credit; or other (combinations from a., b. and c.) Elective credits (four-course concentration recommended) from one of the following: a. Career and Technical Education (CTE) b. ROTC c. Arts Education (e.g., dance, music, theater arts, visual arts) d. Any other subject area or cross-disciplinary courses (e.g., mathematics, science, social studies, English and courses e.g., dual enrollment, Huskins or Learn and Earn.) II. FOR STUDENTS ENTERING GRADE 9 FOR THE FIRST TIME IN and beyond. In order to graduate and receive a high school diploma, students entering grade nine for the first time in and beyond shall pass as defined in State Board of Education Policy GCS-L-004 (High School Transcript) the Future-Ready Core course of study, meet proficiency standards defined in State Board of Education Policy GCS-N-003. Note: The Occupational Course of Study is available for those students with disabilities who are specifically identified for this program. FUTURE-READY CORE COURSE OF STUDY. (22 credits) Students entering ninth grade for the first time in and beyond and are following the Future-Ready Core must pass the following courses: 1. 4 sequential English credits which shall be: a. Starting with English I b. English II c. English III d. English IV 2. 4 Mathematics credits which shall be either: a. Algebra I, Geometry, Algebra II and a fourth mathematics course to be aligned with the student s post high school plans or 7

10 b. Integrated Mathematics I, II, and III and a fourth mathematics course to be aligned with the student s post high school plans Note: Students seeking to complete minimum application requirements for UNC universities must successfully complete four mathematics courses which include a mathematics course with either Algebra II or Integrated Mathematics III as a pre-requisite. Note: In the rare instance a principal exempts a student from the Future-Ready Core mathematics sequence, except as limited by N.C.G.S. 115C-81(b), the student will be required to pass: i. Algebra I and Geometry plus either Alternative Mathematics I and Alternative Mathematics II or two application-based mathematics courses as determined by the LEA or ii. Algebra I and Algebra II plus either Alternative Mathematics I and Alternative Mathematics II or two application-based mathematics courses as determined by the LEA or iii. Integrated Mathematics I and Integrated Mathematics II plus either Alternative Mathematics I and Alternative Mathematics II or two other application-based mathematics courses as determined by the LEA Science credits which shall be: a. a physical science course b. Biology c. an earth/environmental science course 4. 4 Social Studies credits which shall be: a. Civics and Economics b. US History Part I US History Part II OR AP US History and One additional social studies course (elective) Note: Effective with students entering the ninth grade for the first time in and beyond, US History Part I and Part II courses must be taken to meet the requirements for graduation. Students may substitute AP US History for US History Part I and Part II, but they are then required to take a fourth social studies course. c. World History 5. 1 Health and Physical Education credit 6. 2 Elective credits of any combination from either: a. Career and Technical Education (CTE) or b. Arts Education or c. World Language (Credits in the same second language or demonstration of proficiency in a language other than English as determined by the LEA. 8

11 Minimum application requirements for UNC universities require students to pass two years of a world language) Note: For clarification, possible elective combinations may include 2 World Language credits; or 1 CTE credit and 1 Arts Education credit; or 2 CTE credits; or 1 Arts Education credit and 1 World Language credit; or other (combinations from a., b. and c.) Elective credits (four-course concentration recommended) from one of the following: a. Career and Technical Education (CTE) b. ROTC c. Arts Education (e.g., dance, music, theater arts, visual arts) d. Any other subject area or cross-disciplinary courses (e.g., mathematics, science, social studies, English and courses e.g., dual enrollment, Huskins or Learn and Earn.) III. FOR STUDENTS ENTERING GRADE 9 FOR THE FIRST TIME PRIOR TO In order to graduate and receive a high school diploma, students entering grade nine for the first time prior to the school year shall select and pass as defined in State Board of Education Policy GCS-L-004 (High School Transcript) one of the four courses of study (i.e., College/University Preparation, College Technical Preparation, Career Preparation, or Occupational), and meet proficiency standards defined in State Board of Education policy GCS-N-003, and meet local school board requirements. A. COLLEGE/UNIVERSITY PREPARATION COURSE OF STUDY. (For students entering ninth grade for the first time prior to ) Students following the College/University Preparation course of study must pass the following 20 credits plus any local requirements: 1. English credits which shall be: a. English I b. English II c. English III d. English IV 2. Mathematics credits depend on the year the student entered grade 9: a. Students entering the ninth grade for the first time in and beyond must pass 4 Mathematics credits which shall be either: i. Algebra I, Geometry, Algebra II, and a higher level mathematics course for which Algebra II is a prerequisite or ii. Integrated Mathematics I, II, and III and one course beyond Integrated Mathematics III. b. Students entering the ninth grade for the first time prior to must pass 3 Mathematics credits which shall be either: i. Algebra I, Geometry, and Algebra II or a higher level mathematics course for which Algebra II is a prerequisite or ii. Integrated Mathematics I, II, and III Science credits which shall be: a. a physical science course b. Biology c. an earth/environmental science course 9

12 4. 3 Social Studies credits which shall be: a. Civics and Economics b. US History c. World History Note: Effective with students entering the ninth grade for the first time in , World History must be taken to meet the requirements of World Studies Health and Physical Education credit 6. 2 credits in the same world language or demonstration of proficiency in a language other than English as determined by the LEA. 7. Elective credits depend on the year the student entered grade nine: a. Students entering the ninth grade for the first time in and beyond must pass 3 elective credits b. Students entering the ninth grade for the first time prior to must pass 4 elective credits B. COLLEGE TECHNICAL PREPARATION COURSE OF STUDY. (For students entering ninth grade for the first time prior to ) Students following the College Technical Preparation course of study must pass the following 20 credits plus any local requirements: 1. 4 English credits which shall be: a. English I b. English II c. English III d. English IV 2. 3 Mathematics credits which shall be one of the following: a. Algebra I, Geometry, and Algebra II or b. Algebra I, Technical Mathematics I and II or c. Integrated Mathematics I, II, and III. Note: A student who is pursuing this course of study may also meet the requirements of a College/University course of study by passing one additional mathematics course for which Algebra II or Integrated Mathematics III is a prerequisite, and effective with the class entering the ninth grade for the first time in the school year, two credits in the same second language Science credits which shall be: a. a physical science course b. Biology c. an earth/environmental science course 4. 3 Social Studies credits which shall be: a. Civics and Economics b. US History c. World History Note: Effective with students entering the ninth grade for the first time in , World History must be taken to meet the requirements of World Studies. 5. World Language is not required. 10

13 Note: A student who is pursuing this course of study may also meet the requirements of a college/university course of study by passing one additional mathematics course for which Algebra II is a prerequisite, and effective with the class entering the ninth grade for the first time in the school year, two credits in the same world language Health and Physical Education credit 7. 4 Career/Technical Education credits which shall be in a career concentration or pathway that leads to a specific career field and which shall include a secondlevel (advanced) course elective credits Note: A student who is pursuing this course of study may also meet the requirements of a College/University course of study by passing one additional mathematics course for which Algebra II is a prerequisite, and effective with the class entering the ninth grade for the first time in the school year, two credits in the same second language. C. CAREER PREPARATION COURSE OF STUDY. (For students entering 9th grade for the first time prior to ) Students following the Career Preparation course of study must pass the following 20 credits plus any local requirements: 1. 4 English credits which shall be: a. English I b. English II c. English III d. English IV 2. 3 Mathematics credits, one of which shall be Algebra I (except as limited by G.S. 115C- 81(b)); Note: This requirement may be met with Integrated Mathematics I and II when accompanied with the Algebra I end-of-course (EOC) science credits which shall be: a. a physical science course b. Biology c. an earth/environmental science course 4. 3 Social Studies credits which shall be: a. Civics and Economics b. US History c. World History Note: Effective with students entering the ninth grade for the first time in , World History must be taken to meet the requirements of World Studies Health and Physical Education credit 6. 2 elective credits 7. 4 credits in Career/Technical Education, which shall be in a career concentration or pathway that leads to a specific career field and which shall include a second-level 11

14 (advanced) course; or 4 credits in one of the four disciplines in arts education (e.g., theatre, music, visual arts, or dance) or 4 credits in ROTC; IV. Eligible students entering ninth grade for the first time in and beyond may follow the Occupational Course of Study. Students following the Occupational Course of Study must pass the following 22 credits plus any local requirements: 1. 4 English credits which shall be: a. Occupational Course of Study English I b. Occupational Course of Study English II c. Occupational Course of Study English III d. Occupational Course of Study English IV 2. 3 Mathematics credits which shall be: a. Occupational Course of Study Introduction to Mathematics b. Occupational Course of Study Algebra I (Math A) c. Occupational Course of Study Financial Management 3. 2 Science credits which shall be: a. Occupational Course of Study Applied Science b. Occupational Course of Study Biology 4. 2 Social Studies credits which shall be: a. Social Studies I: Government/U.S. History b. Social Studies II: Self-Advocacy/Problem Solving 5. 1 Health and Physical Education credit 6. 6 Occupational Preparation Education credits, which shall be Occupational Preparation I, II, III, and IV (i.e, completion of 300 hours of school-based training, 240 hours of communitybased training, and 360 hours of paid employment or 360 hours of unpaid vocational training, unpaid internship, paid employment at community rehabilitation facilities, and volunteer and/or community services hours for the and school years). 7.4 Career/Technical Education Elective credits 8.A career portfolio 9.Completion of the student s IEP objectives History Note: Authority G.S. 115C-12(9b); 115C-81(b)(4); N.C. Constitution, Article IX, Sec. 5; Eff. December 1, 1999;Amended Eff. January 2, 2006; April 1, 2005; September 1, 2002; December 1, 2001; December 1,

15 Public Schools of North Carolina State Board of Education Department of Public Instruction Report to the North Carolina General Assembly Alignment of the North Carolina Social Studies Essential Standards to The Founding Principles Act The Founding Principles Act SL , sec.2 (6) (HB 588) Date Due: October 15, 2011 Report # 21 DPI Chronological Schedule,

16 STATE BOARD OF EDUCATION The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. WILLIAM C. HARRISON Chairman :: Fayetteville WAYNE MCDEVITT Vice Chair :: Asheville WALTER DALTON Lieutenant Governor :: Rutherfordton JANET COWELL State Treasurer :: Raleigh JEAN W. WOOLARD Plymouth REGINALD KENAN Rose Hill KEVIN D. HOWELL Raleigh SHIRLEY E. HARRIS Troy CHRISTINE J. GREENE High Point JOHN A. TATE III Charlotte ROBERT TOM SPEED Boone MELISSA E. BARTLETT Roxboro PATRICIA N. WILLOUGHBY Raleigh NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent 301 N. Wilmington Street :: Raleigh, North Carolina In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support 6368 Mail Service Center, Raleigh, NC :: Telephone: (919) :: Fax: (919) Visit us on the Web ::

17 Alignment of the North Carolina Social Studies Essential Standards to The Founding Principles Act The Founding Principles Act SL , sec.2 (6) (HB 588) On June 23, 2011, the North Carolina General Assembly passed The Founding Principles Act (SL ) that directs local boards of education to require, as a condition of high school graduation, students to successfully complete a semester course, "American History I - The Founding Principles". Additionally, the Department of Public Instruction and local boards of education, as appropriate, are directed to provide "curriculum content" to support this semester course. Lastly, the Act directs the State Board of Education to align "any curriculum-based tests developed and administered statewide" to include the content expressed in the Act. With the passage of The Founding Principles Act, the 2010 North Carolina Essential Standards for United States History I has been aligned to reflect all of the content enumerated therein. Because the United States History I Essential Standards has a 100% alignment with the content outlined in The Founding Principles Act, the standards were not revised. However, members of the NC DPI K-12 Social Studies section modified the 2010 NC Essential Standards document for United States History I to show this alignment. This included changing the name of the United States History I course to American History I: The Founding Principles to reflect the course name identified in the Act. Consequently, the name of the United States History II course was also changed to American History II for consistency. Alignment documents for the Civics and Economics course are included as well because this course will provide a more in-depth study of the content outlined in The Founding Principles Act and will serve as reinforcement for the American History I course. In March 2011, House Bill 48 was signed into law and eliminated statewide standardized testing in the public schools, except as required by federal law or as a condition of a federal grant. This included the elimination of the United States History End-of-Course test as well as the Civics and Economics End-of-Course test, both of which could have been used to measure student competence regarding the content outlined in The Founding Principles Act. As an alternative to standardized testing, the NC DPI staff has worked with the NC DPI Accountability Services/Test Development staff to develop assessment tasks (see attached document) that districts may use to formally assess content as well as writing for the American History I course. The sample tasks could also be included as formative assessment items for content writing in the Online Writing Instruction (OWI) system for which districts have access. The NC DPI staff will

18 work to develop additional assessment tasks to be included in the OWI system in the future. NC DPI staff will continue to conduct training sessions for teachers and district leaders that focus on understanding the content contained in The Founding Principles Act as well as how to effectively assess these principles at the local level. Additionally, the State Board of Education will encourage districts to develop local assessments that align with the requirements of the Act. Attachments: Appendices A-E

19 Appendix A: American History I: The Founding Principles Formatted This appendix contains additions made to the North Carolina Essential Standards for United States History I pursuant to the North Carolina General Assembly passage of The Founding Principles Act (SL ). This document is organized as follows: an introduction that describes the intent of the course and a set of standards that establishes the expectation of what students should understand, know, and be able to do upon successful completion of the course. There are eight essential standards for this course, each with more specific clarifying objectives. The last column has been added to show the alignment of the standards to the Founding Principles Act. You will also find changes to the introduction to the standards. 3

20 North Carolina Essential Standards Social Studies American History I: The Founding Principles There will be two required U.S.American History courses at the high school level. American History I: The Founding Principles United States History Course I will begin with the European exploration of the new world through Reconstruction. Students will examine the historical and intellectual origins of the United States from European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and economic factors that contributed to the development of colonial America and the outbreak of the American Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U.S. Constitution. American History I: The Founding PrinciplesUnited States History Course I will guide students as they study the establishment of political parties, America s westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction. American History II: The Founding PrinciplesUnited States History Course II will guide students from the late nineteenth century time period through the early 21 st century. Students will examine the political, economic, social and cultural development of the United States from the end of the Reconstruction era to present times. The essential standards of American History II: The Founding Principles United States History Course II will trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. The desired outcome of this course is for students to develop an understanding of the cause-and-effect relationship between past and present events, recognize patterns of interactions, and understand the impact of events on in the United States in an interconnected world. The essential standards of this course American History I: The Founding Principles United States History I have been designed to provide a framework for studying political, social, economic, and cultural issues, and for analyzing the impact these issues have had on American society over time. Students will continue to build upon previous studies of American History, the fundamental concepts in civics and government, economics, culture and geography taught in grades kindergarten through eight and use skills of historical analysis as they examine American history. This course goes beyond memorization of isolated facts to the development of higher level thinking skills, encouraging students to make historical assessments and evaluations. For example, students will study key turning points that helped shape the United States. Examples of specific turning points as well as other critical content will be provided in an Instructional Toolkit of support material that will be developed to help guide teachers with greater explanation of content possibilities, Revised Bloom s Taxonomy, instructional activities, formative assessments, additional resources and professional development. 4

21 The essential standards for this course American History I: The Founding Principles United States History I have been developed to serve as the framework that will guide each local school district in the development of the curriculum for their standard and honors level American History United States History courses. and These standards are not intended to be the curriculum, nor do they indicate the whole of the curriculum that will be written by an LEA. Written conceptually, standards for this course have been developed with an historical approach and identify the most critical knowledge and skills that students need to learn in this course. The Essential Standards for this course have been written using the Revised Bloom's Taxonomy (RBT). The use of RBT as well as conceptually written standards are a combination that will help to ensure students successfully achieve the mission of the North Carolina State Board of Education: Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st century. UNITED American STATES HISTORY I Key to identifying strands: H-History History Essential Standard Alignment To The Founding Principles Act USH1AH1. H.1 Apply the four interconnected dimensions of historical thinking to the United States History Essential Standards in order to understand the creation and development of the United States over time. USH1AH1. H.1.1 USH1AH1. H.1.2 Use Chronological thinking to: 1. Identify the structure of a historical narrative or story: (its beginning, middle and end) 2. Interpret data presented in time lines and create time lines Use Historical Comprehension to: 1. Reconstruct the literal meaning of a historical passage 2. Differentiate between historical facts and historical interpretations 3. Analyze data in historical maps 4. Analyze visual, literary and musical sources Aligns to: Section 2. (3a) excerpts or portions of writings, documents, and records that reflect the history of the United States, including, but not limited to, i. ii. the preamble to the North Carolina Constitution, the Declaration of independence, 5

22 Essential Standard History Alignment To The Founding Principles Act iii. the United States Constitution, iv. the Mayflower Compact, v. the national motto, vi. the National Anthem, vii. the Pledge of Allegiance, viii. the writings, speeches, documents, and proclamations of the founding fathers and Presidents of the United States, ix. decisions of the Supreme Court of the United States, and x. acts of the Congress of the United States, including the published text of the Congressional Record. USH1AH1. H.1.3 Use Historical Analysis and Interpretation to: 1. Identify issues and problems in the past 2. Consider multiple perspectives of various peoples in the past 3. Analyze cause-and-effect relationships and multiple causation. 4. Evaluate competing historical narratives and debates among historians. 5. Evaluate the influence of the past on contemporary issues 6 Aligns to: Section 2. (3a) excerpts or portions of writings, documents, and records that reflect the history of the United States, including, but not limited to, i. ii. iii. iv. v. vi. the preamble to the North Carolina Constitution, the Declaration of independence, the United States Constitution, the Mayflower Compact, the national motto, the National Anthem,

23 Essential Standard History Alignment To The Founding Principles Act vii. the Pledge of Allegiance, viii. the writings, speeches, documents, and proclamations of the founding fathers and Presidents of the United States, ix. decisions of the Supreme Court of the United States, and x. acts of the Congress of the United States, including the published text of the Congressional Record. USH1AH1. H.1.4 Use Historical Research to: 1. Formulate historical questions 2. Obtain historical data from a variety of sources 3. Support interpretations with historical evidence 4. Construct analytical essays using historical evidence to support arguments. 7 Aligns to: Section 2. (3a) excerpts or portions of writings, documents, and records that reflect the history of the United States, including, but not limited to, i. ii. iii. iv. v. vi. vii. viii. the preamble to the North Carolina Constitution, the Declaration of independence, the United States Constitution, the Mayflower Compact, the national motto, the National Anthem, the Pledge of Allegiance, the writings, speeches, documents, and proclamations of the founding fathers and Presidents of the

24 History Essential Standard Alignment To The Founding Principles Act ix. x. United States, decisions of the Supreme Court of the United States, and acts of the Congress of the United States, including the published text of the Congressional Record. USH1AH1. H.2 Analyze key political, economic and social turning points in United States History using historical thinking. USH1AH1. H.2.1 Analyze key political, economic, and social turning points from colonization through Reconstruction in terms of causes and effects (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.). Aligns to: Section 2 (1) a. The Creator-endowed inalienable rights of the people. b. Structure of government, separation of powers with checks and balances. c. Frequent and free elections in a representative government. d. Rule of law. e. Equal justice under the law. f. Private property rights. g. Federalism. h. Due process. i. Individual rights as set forth in the Bill of Rights. j. Individual responsibility. USH1AH1. H.2.2 Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact (e.g., conflicts, legislation, Aligns to: Section 2 (1) a. The Creator-endowed inalienable 8

25 Essential Standard History elections, innovations, leadership, movements, Supreme Court decisions, etc.). b. c. d. e. f. g. h. i. j. Alignment To The Founding Principles Act rights of the people. Structure of government, separation of powers with checks and balances. Frequent and free elections in a representative government. Rule of law. Equal justice under the law. Private property rights. Federalism. Due process. Individual rights as set forth in the Bill of Rights. Individual responsibility. USH1AH1. H.3 Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time. USH1AH1. H.3.1 USH1AH1. H.3.2 Analyze how economic, political, social, military and religious factors influenced European exploration and American colonial settlement (e.g., Reformation, mercantilism, improvements in navigation technology, colonization, defeat of Spanish Armada, Great Awakening, etc.). Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War (e.g., economic diversity of regions, mercantilism, cash crops, triangular 9

26 Essential Standard History trade, ethnic diversity, Native American Indian beliefs about land ownership, Lewis & Clark expedition, farming, Industrial Revolution, etc.). Alignment To The Founding Principles Act USH1AH1. H.3.3 Explain the roles of various racial and ethnic groups in settlement and expansion through Reconstruction and the consequences for those groups (e.g., Germans, Scotch-Irish, Africans, Native American Indians, Irish, Chinese, etc.). USH1AH1. H.3.4 Analyze voluntary and involuntary immigration trends through Reconstruction in terms of causes, regions of origin and destination, cultural contributions, and public and governmental response (e.g., Puritans, Pilgrims, American Indians, Quakers, Scotch- Irish, Chinese, Africans, indentured servants, slavery, Middle Passage, farming, ideas of the Enlightenment, etc.). USH1AH1. H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States. USH1AH1. H.4.1 Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., American Revolution, Constitutional Convention, Bill of Rights, development of political parties, nullification, slavery, states rights, Civil War). Aligns to: Section 2 (1) a. The Creator-endowed inalienable rights of the people. b. Structure of government, separation of powers with checks and balances. 10

27 Essential Standard USH1AH1. H.4.2 USH1AH1. H.4.3 History Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., mercantilism, Revolutionary era taxation, National Bank, taxes, tariffs, territorial expansion, Economic Panics, Civil War). Analyze the social and religious conflicts, movements and reforms that affected the United States from colonization through Reconstruction in terms of participants, strategies, opposition, and results (e.g., Second Great Awakening, Transcendentalism, 11 Alignment To The Founding Principles Act c. Frequent and free elections in a representative government. d. Rule of law. e. Equal justice under the law. f. Private property rights. g. Federalism. h. Due process. i. Individual rights as set forth in the Bill of Rights. j. Individual responsibility. Aligns to: Section 2 (1) b. Structure of government, separation of powers with checks and balances. f. Private property rights. g. Federalism. h. Due process. i. Individual rights as set forth in the Bill of Rights. j. Individual responsibility. Aligns to: Section 2 (1) a. The Creator-endowed inalienable rights of the people. c. Frequent and free elections in a representative government.

28 Essential Standard History abolition, temperance, mental illness, prisons, education, etc.). Alignment To The Founding Principles Act e. Equal justice under the law. f. Private property rights. h. Due process. i. Individual rights as set forth in the Bill of Rights. j. Individual responsibility. USH1AH1. H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., displacement of American Indians, manifest destiny, slavery, assimilation, nativism). Aligns to: Section 2 (1) a. The Creator-endowed inalienable rights of the people. d. Rule of law. e. Equal justice under the law. f. Private property rights. g. Federalism. h. Due process. i. Individual rights as set forth in the Bill of Rights. j. Individual responsibility. USH1AH1. H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States. USH1AH1. H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction (e.g., natural rights, First Great Awakening, Declaration of Independence, transcendentalism, suffrage, abolition, slavery as a peculiar institution, etc.). Aligns to: Section 2 (1) c. The Creator-endowed inalienable rights of the people. d. Structure of government, separation of powers with checks and balances. e. Frequent and free elections in a 12