SCORE History-Social Science

By Hill, Peg | Social Studies Review, Fall 2001 | Go to article overview

SCORE History-Social Science


Hill, Peg, Social Studies Review


SCORE (Schools of California Online Resources for Education) History-Social Science is a great supplemental resource for elementary teachers struggling to meet the California standards and to provide motivating experiences to lay the foundational concepts for the rest of their learning careers. Textbooks are better than ever, but to fully engage students in doing the disciplines of history-- social science access to real resources such as maps, documents, letters, art, and charts and graphs is essential. Rather than thinking that history-social science is the information in "the book," students need to analyze and evaluate real data, at their level, just as a historian or social scientist would. They need to experience a time and place through photos, literature, and artifacts. SCORE H-SS has selected the best ones for schools and teachers to access easily.

SCORE History-Social Science (http://score.rims.k 12.ca.us), a project of San Bernardino County Superintendent of Schools, is designed to supplement the curriculum with resources from the Internet and lessons to use the World Wide Web in the classroom. There are over 900 resource sites that have been evaluated and annotated by grade level and content specialists for use in grades K-4. In addition there are over 200 lessons, most written by teachers for teachers. These web sites have been reviewed and evaluated for use in specific units of study identified in California's History-Social Science Framework and Standards. All the resources are organized around the standards for each grade in the "Find Resources and Lessons by Grade Level" (http://score.rims.k12.ca.us/gradelevel.html). Sometimes the unit in the standards is so big that it has been subdivided on SCORE so that students and teachers with limited experience in doing Internet research can more quickly find what they need. For example, the third grade unit on U.S. government has been sub-divided and simplified so that students can easily search only for the part of the standard for which they need information.

3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.

1. Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws.

2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.

3. Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).

4. Understand the three branches of government, with an emphasis on local government.

5. Describe the ways in which California, the other states, and sovereign Indian tribes contribute to the making of our nation and participate in the federal system of government.

6. Describe the lives of American heroes who took risks to secure our freedoms (eg. Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr..) [Source: California Acadmeic Content Standards]

Resources on the web are generally designed with an older audience in mind or are so "kidified" as to make them worthless as curriculum resources. The materials on SCORE History-Social Science have been screened for use in classrooms for the audience specified in the grade level search. Though content appropriate, the resources for very young students should be utilized with an older student or adult nearby to help with reading and navigation. There are a wide variety of sources on SCORE such as biographies, literature selections, games, graphically rich content sites and maps. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

SCORE History-Social Science
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.