Through the study of the past and its legacy, learners examine the institutions, values, and beliefs of people in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and developments have shaped the modern world. In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and anthropology, as well as multicultural topics across the curriculum. Through the study of culture and cultural diversity, learners understand how human beings create, learn, share, and adapt to culture, and appreciate the role of culture in shaping their lives and society, as well the lives and societies of others. They represent a way of categorizing knowledge about the human experience, and they constitute the organizing strands that should thread through a social studies program, from grades pre-K through 12, as appropriate at each level. The revised standards continue to be focused on ten themes, like the original standards. This revision incorporates current research and suggestions for improvement from many experienced practitioners. These revised standards reflect a desire to continue and build upon the expectations established in the original standards for effective social studies in the grades from pre-K through 12. ![]() However, much has changed in the world and in education since the original curriculum standards were published. Since then, the social studies standards have been widely and successfully used as a framework for teachers, schools, districts, states, and other nations as a tool for curriculum alignment and development. National Council for the Social Studies first published national curriculum standards in 1994. ![]() The curriculum standards for social studies provide a framework for professional deliberation and planning about what should occur in a social studies program in grades pre-K through 12. Young people who are knowledgeable, skillful, and committed to democracy are necessary to sustaining and improving our democratic way of life, and participating as members of a global community. Civic competence rests on this commitment to democratic values, and requires that citizens have the ability to use their knowledge about their community, nation, and world to apply inquiry processes and to employ skills of data collection and analysis, collaboration, decision-making, and problem-solving. ![]() By making civic competence a central aim, NCSS emphasizes the importance of educating students who are committed to the ideas and values of democracy. The aim of social studies is the promotion of civic competence-the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. ![]() Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. …the integrated study of the social sciences and humanities to promote civic competence. NATIONAL COUNCIL FOR THE SOCIAL STUDIES (NCSS) defines social studies as:
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