Sherraden 1

Amanda Sherraden
Joseph OBrien
C&T 762
17 September 2013
Issue Paper: Social Studies Graduation Requirements
The Common Core State Standards are designed to be robust and relevant to the real
world, reflecting the knowledge and skills that our young people need for success in college and
careers. With American students fully prepared for the future, our communities will be best
positioned to compete successfully in the global economy (ksde.org). Yet, social studies, the
subject best positioned to help students understand the cultures and governments of the world,
has become the step-child of the core subjects in high schools. English, math, science, and
social studies are deemed the core subjects for high school students. The state of Kansas
requires four units of English language arts (ksde.org) and in his 2011 State of the Union
Address, President Obama himself offered a reward for schools that create classes that focus on
science, technology, engineering, and math (whitehouse.gov). Social studies is forgotten or
ignored and it should not be. Social studies classes, especially those that focus on current events,
should be required all four years of high school because they teach concepts used in most other
classes, students can relate the subjects to themselves, and they teach citizenship.
The state of Kansas requires 3 credits of social studies to graduate from high school.
School districts can require more than this and they get to choose what classes are required to
make up the 3 credits. After looking at the graduation requirements for the Shawnee Heights,
Olathe, Blue Valley, Shawnee Mission, and DeSoto school districts, there appear to be only three
commonalitiesall require three credits, all students must have one full year of American

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history, and all students must have a half year of American government. From there, the
uniformity ends. Each district sets its specific requirements as to what the social studies classes
will be. Shawnee Heights allows the students to fill the other credit-and-a-half with electives.
Olathe specifies that one of the other credits must be world history (olatheschools.com). Blue
Valley requires that the third credit be in geography (bluevalley.k12.org). Shawnee Mission
followed suit with Olathe but requires geography rather than world history (smsd.org). De Soto
specifies that the three social studies requirements be world cultures, American history, American
government, and economics (desoto.k12.wi.org).
To continue the non-conformity of the social studies subject, the new 2013 Kansas
College and Career Readiness standards removed specific subjects of study. Now, rather than
looking at testable indicators and ensuring that those are taught, the teacher can comb through
the recommended units of study and choose what he or she wants to teach. Further, each district
determines if and when subjects are covered. For example, in Shawnee Heights the world history
classes are split in half; both are electives and part one does not have to be taken before part two.
The first half is supposed to go from the Renaissance through the French Revolution. The second
half is then supposed to continue through the present day. However, this does not occur. In
reality, the second half gets through World War II in a good year. As for the events going on in
the world today, it might be covered in geography but it depends on the teacher. There was an
argument in the curriculum development committee where some felt that world geography could
be taught in both world and American history rather than being a class of its own. However, after
much argument the decision was made to keep geography as an elective class as it is the only
class offered that discusses current events.

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The effect of such non-uniformity in the social studies field, not only within the state but
also within each school, is that not all students are positioned to compete successfully in the
global economy. (ksde.org) Information derived from the social sciences [] is used for
solving problems and making decisions (Ochoa-Becker 113). Through social studies, students
learn to be observant inquirers who are better able to cope with the kind of changing,
dynamic world (Ochoa-Becker 119) in which they live. Allowing districts and teachers to
decide fields of study and facts, students cannot also have the freedom of choosing what social
studies classes to take. This freedom is squandering the benefits the social sciences can offer
students and other subject teachers.
Social studies has the capability to do it all. It is a field that practices reading and writing,
analyzes and creates charts and graphs, looks at social experiments and analyzes the importance
of scientific advancements, among other skills. Students are asked to gather and evaluate data
and perspectives, prioritize and analyze values, as well as make and defend justifiable decisions
(Ochoa-Becker 106). It is literally a content that can help advance most other content areas if
given the opportunity. Though social studies is content driven, its content allows for and
encourages the use of other fields in its study. The use of primary sources requires a student to be
able to pull apart a document in front of them. They have to be able to comprehend what they are
reading and have the skills to determine the authors purpose no matter the reading level. Beyond
that, a student needs to be able to take that primary source, pull important passages out of it, and
use it to aid in writing a paper that proves a point or opinion true. English as a subject is not
something that can only be done in English class. Rather, it must be practiced and drilled at every
level and in every content area and social studies lends itself perfectly.

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Students have to look at different perspectives to get a full story. Reading primary sources
helps with this but so does analyzing a picture. The humanities, especially art, are a great tool for
social studies teachers; it is often the closest we can get to seeing an event from hundreds of
years ago. But beyond that, art gives clues about the time period through technique, location,
artist, and subject. By looking at a piece of art, one can begin to understand where societys focus
was at the time. The significant change in subject from the Middle Ages to the Renaissance is
one that can be seen greatly. It is a great way for students to begin to see how the scientific
advancements at the time helped to change and shape a new society and culture. Geography and
the study of the physical earth is another way to bring science into a social studies classroom.
Looking at climates, weather patterns, natural disasters, and the effect these have on people and
the way they live creates a complete perspective for students. Geography also brings math into
the room. Charts and graphs are great ways to compare countries. They show change over time
and help to paint pictures about a country and region. Not only does interpreting a chart and
graph help combine math and social studies, but students can also create them which gives
further practice for both contents.
When students see contents overlap and find subjects they are able to relate to, they learn
better. When given the opportunity to discuss subjects of interest, students participate and
remember at a higher level. No other kind of subject matter has the same potential [to
introduce] complex and controversial issues for synthesizing [] important dimensions of
learning (Ochoa-Becker 84). In a social studies class, students are asked to take a stand and
most importantly, to justify that stand with reasons and evidence in the face of alternative
positions (Ochoa-Becker 87). In studying history, it is the teachers job to get students to see
their life in the events that came before them. Students and adults alike will say that the purpose

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of learning history is so that it doesnt repeat itself. However, the real reason is so that we can
gain an understanding of how society got to this point and to gain an acceptance for the
situations that exist.
One gains an understanding of how their life came to be when they study people and
events where they can see themselves. History is full of huge, significant events that introduce
influential people but those are not always the people that our students can relate to. Rather, it is
important to look at the average person throughout time and discover what their life is like and
what struggles they face. It is difficult for someone to make sense of the world around them or
try to fix social issues without seeing how it relates to them. This task becomes even harder for
high school students as their view of the world is very narrow. A social studies classroom
provides a safe place where students can try to understand and make sense of the world around
them. With that in mind, it is imperative that a current events or cultural geography class be
required of students in order to graduate. History classes teach about the past, but what can the
past teach us if we do not also study the present?
It is the job of a social studies teacher to give students the chance to discuss and debate
issues facing the world today. This gives students a chance to use the past as evidence to explain
why today looks the way it does. A current events or geography class allows teachers to
introduce issues students may not otherwise be introduced to and forces students to support their
opinion about it. The average person in todays society has information coming at them from
many avenues: television, newspapers, magazines, twitter, facebook, family, church, friends,
teachers, role models, etc. High school students should be given a safe space to wade through
these differing opinions and find what their truth is about the issues. Students need a place
where they can be themselves and process information and opinions. If this does not occur,

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young citizens will act on [situations] with a limited and distorted knowledge learned outside
the school without the benefit of rational dialogue and without concern for the quality of
evidence and reason that can be applied to the issue in the classroom (Ochoa-Becker 98).
While it is difficult for some students to share their views, and while it is extremely
difficult to ever have all of the information dealing with an issue, a classroom offers multiple
perspectives and forces students to at least hear differing opinions. For example, terrorism is a
word that was not always one people in America knew or really paid attention to. Today it is a
word that is thrown around on a daily basis. Students should be given the chance to determine
what exactly terrorism is and be given different situations where different groups appear as a
terrorist group so that they can form their own conclusions. Nowhere in the world, will all people
agree one hundred percent on who a terrorist group is. That opinion is completely dependent on
which side of the argument a person is on. The same is true for religious differences. Take the
way women dress in Muslim cultures, particularly in the Middle East region. Students have a
difficult time understanding why women would completely cover up their bodies and if they only
listen to certain media outlets, they may stick with the opinion that it is a womens rights
violation. The idea that these outfits are a religious belief and a choice may be a side of the story
they never hear. Not knowing about different and similar cultural beliefs and practices in
cultures, different from their own, handicaps the personal futures of our young citizens as well
the future quality of this democracy (Ochoa-Becker 103) and of the world.
Teachers in general help create global citizens. Social studies teachers in particular have
the opportunity to help ensure that those global citizens are accepting of cultures and people both
similar to and different from themselves. It is societys job to teach students the existing
customs, traditions, rules and practices of a society; (Ochoa-Becker 65) or to socialize them.

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Every culture has certain actions and attitudes and beliefs that they are raised on and want passed
down through the generations. However, each generation is different and each generation has
come to see the world shrink in a way. Globalization has brought the world together. Countries
are extremely dependent on one another and at some point global rules and practices may
emerge, if they have not already begun to do so. When they do, citizens need to be able to be
rational and reasoning decision maker[s] (Ochoa-Becker 65) who can do what is best for the
individual, the country, and the world.
The idea of acceptance is one that students and adults alike grapple with; yet it is an idea
and concept that could solve many conflicts around the world. Social studies teachers in America
teach American citizenship: voting, questioning decisions made by leaders, patriotism, the rights
laid out for citizens in the Bill of Rights, the importance of taking part in campaigns, etc., all of
which is important for America to continue as a country. However, teachers cannot stop here.
America and its citizens interact with other cultures, many of which are quite different from
them, on a daily basis. Being a blind decision maker who does not take other opinions and
perspectives into account is a dangerous thing in todays world. Issues and conflicts transcend
the location in which they are happening and affect the world. Take gas prices in the United
States and how they are tied to conflicts in the Middle East, recently Iran and Syria. When the
American government enforced sanctions on Iran for violations against weapons agreements,
Iran raised oil prices which caused gas prices to rise for the every day American. When the
American government threatened military action against Syria for suspected human rights
violations, Americans saw gas prices raise again.
Students need to see these patterns and make these connections so that as they graduate
high school and move into jobs that effect and change the world, they make informed decisions

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that will affect many different people and cultures simultaneously. Cultural differences need to
recognized as well. Showing respect for someone can go a long way in business dealings. Even
small gesturessaying hello the correct way, attempting to use someone elses language,
having a woman cover her shoulders or headare actions that can bring the world into a more
accepting place where conflicts can be resolved peacefully and quickly. Simply being an
American citizen and having knowledge of American citizenship values is no longer acceptable.
It is a social studies teachers job to introduce other world values to students so that they can
begin to accept others and become global citizens.
Social studies as a field has many benefits to offer society. It teaches and reviews
concepts used in other fields of study; it has content that students can see themselves reflected in,
and it teaches country specific and world citizenship. However, none of these benefits can be
seen if students do not take the classes. Not only should four credits of social studies be required
for students to graduate from high school but a half or full credit of those four should be a
current events or world geography class. When they graduate, a student has to be a global citizen
poised to make informed decisions. It is in a social studies class where they can gain the ability
and practice identifying pertinent information, see and hear multiple perspectives, have chances
to form their own opinions, practice using evidence to prove their opinion true, and gain an
acceptance of a culture different from their own. No other content fields allow for this type of
preparation for the future. Our students are supposed to be college and career ready when they
graduate. While every field has its chance to do this, social studies is arguably the best suited to
help students have positive contributions to society and be successful in the world they face.

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Works Cited
"Curriculum and Graduation Requirments." Academic Requirements. De Soto School District, n.d. Web.
<http://www.desoto.k12.wi.us/Documents/AcademicGraduationRequirements.pdf>.
"Graduation Requirements." Graduation Req. Olathe Public Schools USD 233, n.d. Web. 15 Sept. 2013.
<http://www.olatheschools.com/schools2/programs/high-school/graduation-req>.
"Graduation Requirements." Graduation Requirements. Shawnee Mission School District, 10 Sept.
2013. Web. 15 Sept. 2013. <http://www4.smsd.org/SMNStudentServices/html23246.htm>.
Ochoa-Becker, Anna S. Democratic Education for Social Studies: An Issues-centered Decision Making
Curriculum. Ed. Richard Diem and Jeff Passe. 2nd ed. Greenwich: Information Age, 2007. Print.
International Social Studies Forum.
"Qualified Admissions Precollege Curriculum." Kansas Qualified Admissions Quick Facts. Blue Valley
School District, n.d. Web. <http://www.bluevalleyk12.org/education/page/download.php?
fileinfo=S0FOU0FTX1JFR0VOVFNfUUFfZm9yX2NsYXNzX29mXzIwMTVfYW5kX2JleW9
uZC5wZGY6Ojovd3d3Ni9zY2hvb2xzL2tzL2JsdWV2YWxsZXkvaW1hZ2VzL2F0dGFjaC8yNj
U5OS8yNjcwOF8yNjU5OV9hdHRhY2hfNzY1MDIucGRm>.
United States of America. Kansas Department of Education. Academic Standards. Academic Standards.
N.p., 19 June 2008. Web. 15 Sept. 2013.
United States of America. The White House. The White House. The White House, 25 Jan. 2011. Web. 15
Sept. 2013.