The New Illinois State Standards
- Made public in August 2015
- Open for public comment until November 30
- Will replace the old Illinois Standards
- March 6, 2015
- 101 external stakeholders reviewed the draft standards and provided feedback.
- Teachers, administrators, and district coordinatorsfrom elementary, middle, and high schools higher education, and statewide professional organizations.
- The feedback resulted in changes to the proposed standards:
- high school history standards were further reduced in number
- content alignment was strengthened in K-12
Standards are organized by
- grade level for grades k-5
- complexity for grades 6-8 (lc, mdc, mc)
- by grade band for high school 9-12
Standards are written in four content areas
History
Civics
Geography
Economics/Financial Literacy
Elementary Grade Level Themes
How were they developed?
K- My Social World
1- Living, Learning, and Working Together
2- Families, Neighborhoods and Communities
3- Communities, Near and Far
4- Our State, Our Nation
5- Our Nation, Our World
2014- Illinois Social Studies Revision Taskforce
- classroom practitioners from various content areas, grade levels and geographic regions of Illinois
- school administrators
- Illinois universities and social science professional organizations
- Center for Economic Education at the University of Illinois-Chicago and Northern Illinois University
- Center for Global Studies at UIC
- Chicago Metro History Education Center
- DePaul University
- Digital Youth Network
- Econ Illinois
- Illinois Council for the Social Studies
- Illinois State Historical Society
- Illinois State University
- News Literacy Project
Based on C3
The College, Career, and Civic Life (C3) Framework was a resource and foundation for revising
Illinois’ social science standards. This national tool has been used to build social studies standards across several states. Using this tool, the Task Force saw three primary themes
emerge early in the revision process:
• fewer standards focused on themes,
• deeper critical thinking skills, and
• implications for high school content area course structure.
Each Content Area is Divided into Disciplinary Concepts
How do we assess mastery of the standards?
Practice Time
With a partner or on your own, think of some ways that you could assess mastery of one of these standards:
SS.H.6.9-12- Analyze the concept and pursuit of the "American Dream" OR
SS.G.2.6-8.MdC Compare and contrast the cultural and environmental characterisitcs of different places or regions
As we write the curriculum maps, we will also write rubrics and suggested summative unit assessments for teachers to use.
Formative assessments are typically written by individual teachers or at the building level.
Are these standards aligned to our curriculum?
Yes, the k-12 curriculum writing team has been revising the roadmaps to align to the new standards.
Where's the content?
Civics
- Civic and Political Institutions
- Participation and Deliberation: Applying Civic Virtues and Democratic Principles
- Processes, Rules and Laws
As you read through the standards, you will notice that while a few of the standards address some content, most do not. We have the freedom to decide what content we will teach, and the content associated with the standards will be written into our curriculum maps.
History
- Change, Continuity and Context
- Perspectives
- Historical Sources and Evidence
- Causation and Argumentation
Geography
- Geographic Representations- Human/Environment Interaction
- Human Population
- Geopgraphic Representations- Human/Environment Interaction Population
- Global Interconnections
Economics
- Economic Decision Making
- Exchanges and Markets
- The National and Global Economy
- Financial Literacy
Each Disciplinary Concept has 1-5 Standards
History 9-12
- Perspectives
- SS.H.6.9-12 Analyze the concept and pursuit of the "American Dream"
Geography (MdC, 6-8)
- Human Population
- SS.G.2.6-8.MdC Compare and contrast the cultural and environmental characterisitcs of different places or regions
Illinois Social Studies Standards
Overview