Social Studies

Social Studies is intended to promote civic competence through the integrated study of the social sciences and humanities. The K-12 social studies curriculum in Seaford draws upon the skills and concepts from such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, belief systems, and sociology, as well as upon appropriate content from the humanities, mathematics, and natural sciences where appropriate.

The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an inter-dependent world (adapted from the National Council for the Social Studies [NCSS] definition of Social Studies). Seaford Public Schools follows the NYS Social Studies Framework which supports students in: a) developing an understanding of the concepts and key ideas of history through inquiry, the analysis of primary and secondary source documents, and internalizing the disciplinary skills and practices of social studies; b) assessing their own understanding of key ideas and conceptual understandings of history and the social studies practices; and c) being able to use a cohesive set of themes, key ideas, and concepts to succeed in college and careers.

Seaford’s social studies curriculum provides instruction and experiences that promote students’ ability to think critically and creatively. Our aim is to provide opportunities for students to develop the intellectual, technological, social and participatory skills needed to excel in society, so that they may become effective United States and global citizens. Equipped with these skills, and a solid knowledge base of history, students will be prepared for college and careers—as well as solid citizenship.*

Elementary

At the elementary level teachers in grades K-12 provide lessons to students using the social studies/English language arts interdisciplinary curriculum provided by the Northern Putnam Westchester BOCES (PNW BOCES).  Students in grades 3-5 utilize the Nassau BOCES Regional Social Studies Curriculum. As a supplement to the formal curriculum, students have access to the Studies Weekly Program. Studies Weekly is a student-friendly program presented in a periodical format with a robust online learning platform. This resource is organized thematically and addresses the strands of civics and government, geography, economics, and history. Students are presented with inquiry-based activities to support them in becoming curious and excited about history.

Middle School

Using the National Geographic/Cengage program World History: Great Civilizations, in addition to   teacher-selected resources, the sixth-grade social studies curriculum focuses on exploring geography, and immersing students in the rich history, achievements and contributions of past cultures. This study of world history requires students to examine the historical components that have shaped the world as they know it, and to analyze the solutions human beings have devised to solve the problems they have faced in their efforts to survive and build societies. Looking at these choices, students examine ways in which cultures are unique in the shaping of a people, and what people in other cultures share in common with us and each other.

The seventh and eighth grade social studies curriculum addresses themes and concepts that provide students with an appreciation for, and an understanding of, our American culture and society. The curriculum is designed and implemented through teacher-created units of study and primary-source documents focusing on the history of the United States and New York State. In Grades 7 and 8, students examine the United States and New York State through a historical lens. The two-year sequence is arranged chronologically, beginning with the settlement of North America by Native Americans, and ending with an examination of the United States in the 21st Century. Although the courses emphasize the skill of chronological reasoning and causation, the courses also integrate the skills and content from geography, politics, economy, and culture into the study of history. Teachers are encouraged to incorporate local features of state history in the course (e.g. the Dutch in the Hudson Valley, the Germans in the Schoharie Valley, the French in the Champlain Valley, Fort Niagara, the Brooklyn Naval Yard, the Seneca Falls Convention, Underground Railroad locations, war memorials, and other features in their community).

High School

The curricula in the HS Social Studies Department is comprised of teacher-designed coursework that covers the NYSED Regents requirements by grade level: Gr 9-Global History and Geography I, Gr 10-Global History and Geography II, Gr 11-United States History and Government, and Gr 12-Participation in Government and Civics, and Economics, the Enterprise System, and Finance. In addition, several AP-level courses, as well as elective courses, are available to students depending on the constraints of their individual schedules. (See below.) In social studies courses, students will use a variety of intellectual skills to demonstrate their understanding of the major ideas, eras, themes, developments, and turning points in the history of the United States and the global landscape.

Foundation Courses

Global History 9

Global History is designed to focus students on the five social studies standards, the Social Studies Frameworks, common themes that reoccur across time and place, and eight historical eras. In the 9th grade, students will complete four of these historical eras (beginning with the development of civilization to the seventeenth century). The course focuses on developing the skills needed for the new Regents examination.

World History 9 Honors

World History is designed to focus on the five social studies standards, the Social Studies Frameworks, and major historical developments that link the six themes of civilizations in Asia, Africa, Europe and the Americas. In the 9th grade, students will cover the years 1000 to the 15th century, covering the pre-historic years to 1000 C.E. This course is designed for students who are highly motivated and have achieved excellence in written expression and logical reasoning. Those students will study and analyze the interaction among major societies, the relationship of change and continuity across historical time periods, the impact of technology and demography on people and the environment, systems of social structure and gender structure, cultural and intellectual developments within societies and changes in function and attitudes towards states and political identities, including the emergence of nation states.

• Recommended: A minimum of 90% in Social Studies 8 or teacher/guidance counselor recommendation.

Global History 10

Global History 10R is the second year of a two-year New York State mandated course. The course continues to focus on the five standards, and the Social Studies Frameworks. The course concludes with the remaining units and historical areas in the new curriculum (the seventeenth century to present day). Successful completion of this exam is a prerequisite for a New York State Regents diploma.

AP World History: Modern

World History is designed to focus on the five social studies standards, the Social Studies Frameworks, and major historical developments that link the six themes of civilizations in Asia, Africa, Europe and the Americas. In the 10th grade, students will cover the 15th century to the present day. This course is a continuation of World History 9 Honors and is designed for students who are highly motivated and have achieved excellence in written expression and logical reasoning. Those students will study and analyze the interaction among major societies, the relationship of change and continuity across historical time periods, the impact of technology and demography on people and the environment, systems of social structure and gender structure, cultural and intellectual developments within societies and changes in function and attitudes towards states and political identities, including the emergence of nation states. Advanced Placement World History 10 covers the curriculum of the College Board’s AP World History course and will prepare students for the AP exam in May of their sophomore year by utilizing AP teaching and testing strategies. Students will also be prepared for and take the Regents Exam in Global History in June of their sophomore year.

• Recommended: Minimum grade of 85% in Global History 9 Honors or 90% in Global History 9 Regents or teacher/guidance counselor recommendation.

• A required summer assignment may be assigned.

U.S. History and Government

United States History and Government is a one-year required course for juniors. This course is structured chronologically in order to permit a deeper and thorough analysis and understanding of the political, social, economic and cultural aspects of American life. Critical thinking skills are applied to these contexts and written expression is emphasized. Students take a Regents exam at the end of the school year. Successful completion of this exam is a prerequisite for earning a New York State Regents diploma.

AP U.S. History

Advanced Placement U.S. History provides an in-depth chronological study of American history from the precolonial period to the present. Students will study the political, economic, social, and cultural history of the United States. Students will be challenged to analyze and evaluate the critical issues which have shaped the nation. Special emphasis is placed upon developing the tools and techniques of scholarship: researching, interpreting, and writing. Students will also be required to take the New York State U.S. History and Government Regents Exam in June.

• Recommended: Highly motivated students with a minimum grade of 85% in AP World History 10 or 90% in Global History 10 Regents is recommended, or teacher/guidance counselor recommendation. A senior who has successfully completed U.S. History and Government Regents is also eligible.

• A required summer assignment may be assigned.

Economics

Economics is a one-semester state-mandated course for 12th grade students, which includes instruction on both micro and macroeconomics. Students learn the meaning of economic terms and develop an understanding of economics through the use of appropriate model systems. Major topics include the study of economic stability, capitalism, markets and prices, investments, trade, and the banking system. Personal financial literacy is stressed throughout the course. Successful completion of this course is required for graduation.

Participation in Government

This is a one-semester state-mandated course for 12th grade students which is designed to provide a practical learning experience in the public policy process, and an understanding of several major concepts of government and politics. This practical understanding will be achieved through various activities including a position paper and an oral presentation. In addition, students will be required to attend a Board of Education meeting and participate in a community service activity. Successful completion of this course is required for graduation.

AP Macroeconomics & Government

AP Macroeconomics is a full-year introductory college-level macroeconomics course. Students cultivate their understanding of the principles that apply to an economic system by using principles and models to describe economic situations and predict and explain outcomes with graphs, charts, and data as they explore concepts like economic measurements, markets, macroeconomic models, and macroeconomic policies. In addition, students explore basic themes of economics including scarcity, opportunity costs, the structure of the U.S. economy, demand, supply and market equilibrium, the price system and market elasticity. Students learn about major economic indicators that impact global markets including national output and income, unemployment, monetary and fiscal policy, as well as aggregate demand and aggregate supply. Students will also discuss the interchange between economic decision-making and the function and form of government. Discussion and analysis of economic policy and government function will be an on-going theme throughout the course. The College Board examination is offered at the conclusion of the course. This course meets the Economics and Participation in Government graduation requirement.

AP U.S. Government & Politics & Economics

AP U.S. Government and Politics is a full-year, introductory college-level course in U.S. government and politics. Students cultivate their understanding of U.S. government and politics through analysis of data and text- based sources as they explore topics like constitutionalism, liberty and order, civic participation in a representative democracy, competing policy-making interests, and methods of political analysis. Students explore theories of political power and analyze the impact of competing interests on the establishment of policy (majoritarian polices, interest-group pressures, etc.). Several contemporary issues are examined including immigration policy, gun control, civil liberties, education policy, campaign finance and national security, and health care. Students will also discuss, analyze, and investigate the economic impact of governmental policies. Economics will be an on-going theme throughout the course. The College Board examination is offered at the conclusion of the course. This course meets the Participation in Government and Economics graduation requirement.

Electives

Psychology

Psychology is a one-semester Regents level elective course. The course seeks to broaden understanding of human behavior through the study of perception, learning, conditioning, personality theories, abnormal psychology and forms of therapy. The major focus of the course is to promote greater self-awareness and self-understanding for the individual. • Open to students in grades 10-12.

AP Human Geography

AP Human Geography introduces students to the systematic study of patterns and processes that have shaped human understanding, as well as the use and alteration of the Earth’s surface. Students will learn to employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences. The course covers seven topics in one year. These include: 1. Geography and its nature and perspectives, 2. Population and migration, 3. Cultural patterns and processes, 4. Political organization of space, 5. Agriculture, food production, and rural use of land, 6. Industrialization and economic development, 7. Cities and urban land use. Goals of this course include interpreting maps and geospatial dates, understanding the implications of associations and networks through spaces, defining regions and evaluating the regionalization process, and to characterize and analyze changing interconnections among places.

• Open to students in grades 10-12.

• Recommended Prerequisites: Minimum grade of 80% in previous year’s advanced or AP level social studies class or 85% in previous year’s Regents-level social studies class or teacher/guidance counselor recommendation.

AP Psychology

The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories and key concepts associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology.

• Open to students in grades 11 and 12.

• Prerequisites: Minimum grade of 80% in previous year’s advanced or AP level social studies class or 85% in previous year’s Regents level social studies class or teacher/guidance counselor recommendation.

• A summer assignment may be assigned.

Criminal Justice

In this course, students will survey the American criminal justice system. This course will provide the student with an opportunity to better understand America’s law enforcement procedures, court system, and our prison system. Additionally, the course will cover issues of concern in the scientific study of crime and justice practices. Students interested in pursuing a career in law or law enforcement would benefit from this course.

• Open to students in grades 10-12.

Leaders and Leadership in History

Do leaders make history or does history make leaders? This course will address this question by focusing on leaders and leadership in particularly trying historical circumstances. How did certain people arrive at leadership positions? What choices did they make in difficult situations? How do we evaluate their successes or failures? What makes them stand out (for better or worse) or recede from memory over time? What kinds of lessons can we learn from their careers? We will address these core questions through a critical examination of a series of twentieth century historical cases, proceeding in rough chronological order. Some are considered unquestionable successes and others partial or even abject failures. In some cases, these were national or world leaders; in other cases, these were unsung or informal leaders. Often the leadership in question was not by any particular individual, but by a group or collective. We will also look at social leaders, leadership within bureaucracies, reluctant leadership, self-defeating leadership, non-heroic leadership, and dissenting leadership. Through the use of history and historical thinking and drawing on a variety of sources and cases both American and international (with an emphasis on films), the goal of the course is to permit you to become more self-conscious, historically-minded, and reflective in thinking about leadership - your own and that of others - in a variety of public and policy settings.

• Open to students in grades 10-12.

Nurturing Young Children's Development

*Partnership with Long Island University/optional college-credit earning opportunity Are you thinking about working with young children in your career? Join us to explore theory and practical, handson experiences. This course integrates the use of observation, documentation, and assessment in understanding young children’s developmental, familial, cultural, educational, historical, sociological contexts. Scientific findings on the physical, cognitive, emotional and social development of children in prenatal, infancy, preschool and middle childhood are examined. The integration of perception, cognition and growth in nurturing young children’s identity is stressed, and their significance for teaching and the development process is emphasized. Ten hours of fieldwork will be incorporated into the course.

• Open to students in grades 10-12.

Long Island History

*Partnership with Stony Brook University/optional college-credit earning opportunity Long Island History is a course that details the unique background of the place we call home. You will explore U.S. history through the lens of Long Island's history from colonial times to the present. You will analyze readings, pictures, and historical documents to gain a better understanding of how Long Island came to be and the rich history that lies in our very own soil. Some topics covered in class are: the geographic, political, and cultural formation of Long Island, the first Long Islanders, European exploration, colonial settlement, pre-Revolutionary Long Island, the Culper Spy Ring and the American Revolution, the Long Island Railroad, the Long Island Gold Coast, Robert Moses, space and aviation, the birth of suburban Long Island, Long Island ghosts and hauntings, and famous Long Islanders. When possible, there will be select field trips to explore some of Long Island’s historical sites and walk the same paths of some of our Long Island leaders and trailblazers.

• Open to students in grades 10-12. *Partnership with Stony Brook University/optional college-credit earning opportunity.

Critical Thinking for Social Studies

Ms. Riana DiPalma
Executive Director for Humanities
516-592-4026 (Central Office)
516-592-4263 (Middle School)
rdipalma@seaford.k12.ny.us

Seal of Civic Readiness

Seaford UFSD is also proud to have received formal approval to offer students the opportunity to earn the NYS Seal of Civic Readiness. Students will have opportunities in middle school, as well as in high school, to accrue points toward earning the Seal upon graduation.

Students in our district have the opportunity to earn the NYS Seal of Civic Readiness. The Seal of Civic Readiness is a formal recognition that a student has attained a high level of proficiency in terms of civic knowledge, civic skills, civic mindset, and civic experiences. The Seal of Civic Readiness distinction on a high school transcript and diploma: 

shows the student’s understanding of a commitment to participatory government; civic responsibility and civic values;

demonstrates to universities, colleges, and future employers that the student has completed an action project in civics or social justice; and

recognizes the value of civic engagement and scholarship.

Criteria for the Seal of Civic Readiness

In order to obtain the Seal of Civic Readiness, a student must complete all requirements for a New York State local or Regents diploma and earn a total of six points with at least two points in Civic Knowledge and at least two points in Civic Participation. Students may also earn points by completing a middle school Capstone project or a high school Capstone project.