Reading and Writing New Jersey History Standards

A Survey of Social Studies in New Jersey Schools

Welcome!

Explore, engage in, and discover the state of social studies in New Bailiwick of jersey.

A welcome from 2022 NJ State Teacher of the Twelvemonth, Theresa Maughn.

About the Survey

Revolution NJ is a partnership between the New Jersey Historical Commission, a state agency, and the nonprofit organization Crossroads of the American Revolution Clan defended to planning the commemoration of the 250th anniversary of the American Revolution in New Bailiwick of jersey. A first step for this initiative was to carry a survey of social studies education in New Jersey's K-12 classrooms. This study, Looking Back, Looking Up, Moving Forwards, presents the findings of that survey.

Funding for Looking Dorsum, Looking Upward, Moving Forward was provided through legislation enacted by the State of New Jersey charging the New Jersey Historical Committee with planning and implementing initiatives to mark the 250th ceremony of the founding of the United States.

Groundwork

In Jan of 2020, Quadrant Research & Bedrock Research, on behalf of the New Bailiwick of jersey Historical Commission and the New Jersey Section of Education, began a study of the level of social studies pedagogy in New Jersey schools. An online survey of New Jersey schools was conducted from Jan 2020 through June 2020.

The principals of 2,531 public schools were asked to complete an on-line survey to provide detailed information on social studies educational activity in his or her school. The on-line survey captured numerous details on social studies education, more specifically:
Types of social studies courses (curricular and actress-curricular) offered, by grade level
Number of students enrolled in social studies extra-curricular activities;
Number of hours in a twelvemonth dedicated to social studies education;
Certification level of teachers providing social studies education;
Not-salary budgets allocated to social studies education;
Employ of outside groups/individuals for performances/exhibits AND field trips to back up social studies instruction;
Utilise of social studies & New Jersey History integration;
Professional development offerings to art and general classroom teachers;
Policies in identify regarding social studies education (adoption of standards, loftier school arts graduation requirements, etc.);
Facilities and resources available for social studies teaching.

A total of 607 public schools completed a questionnaire, which is a 24% response charge per unit. A full of 446,754 students were represented by responding public schools (34% of all New Jersey students in schools that qualified to participate).

Because of the COVID-19 pandemic restrictions, the data for this written report was limited to a sample of schools in New Jersey, every bit opposed to an enumeration (all schools), which was the original goal. In studies like this, the norm is to utilize a sample and not an enumeration, equally a sample is sufficient in order to depict conclusions about the total group of schools. A sample is used in order to avoid unnecessarily using resources to collect the data. Given the total number of schools, and the final number of schools in our sample, the margin-of-mistake is +/- 3.v% at the 95% confidence level. This was accounted more than sufficient to draw conclusions almost the full group of schools in New Bailiwick of jersey.

In addition, information on social studies grade enrollment for every public school in the state was acquired for the 2019/2020 schoolhouse year through an open public records request to the New Jersey Department of Educational activity. Social studies class enrollment data from 2,374 schools has been included in the analysis to provide a detailed understanding of student participation in social studies courses during the menstruum of the survey and is noted when referenced in this report.

Near Revolution NJ

The nation's upcoming 250 th anniversary in 2026 offers New Jersey a unique opportunity to raise awareness of its seminal role in the American Revolution. To this end, New Jersey Governor Phil Irish potato and the country legislature enacted A4194 in August 2018 to institute a planning framework "to ensure the State is accordingly recognized for its part in the American Revolution." This planning process is guided by stakeholders from across the country.

Revolution NJ will advance the role that history plays in public discourse, customs engagement, education, tourism, and scholarship in New Jersey. Through a series of initiatives that explore the history of the American Revolution, its context, and its legacy, Revolution NJ will galvanize diverse audiences statewide into embracing the enduring value and relevance of history.

For more than information about Revolution NJ, visit https://revolutionarynj.org

A Special Message

Looking Back, Looking Upward, Moving Forwards: Pedagogy a Rich, Complex History to New Jersey Students

In 2018, the New Jersey State Legislature tasked the New Jersey Historical Commission, within the NJ Department of State, with planning for a major national milestone, the 250 th anniversary of the United States beginning in 2026. Over the past iii years, the Commission and its not-profit partner, Crossroads of the American Revolution, have laid the foundation for an engaging, inclusive, and vibrant commemoration. Primal to this initiative, at present known every bit Revolution NJ, is identifying strategies to heighten the pedagogy of social studies in our schools. The beginning step was to acquit a survey of social studies didactics in New Jersey'due south One thousand-12 classrooms. This study, Looking Back, Looking Up, Moving Forwards, presents the findings of that survey which volition guide united states of america in educating and inspiring informed and agile leaders and community members for the future.

National momentum is building as America 250 (the U.S. Semiquincentennial Committee), and numerous national, country, and private organizations plan commemorative events and programs. This anniversary comes at a particularly critical time in our state and national history. As Americans grapple with a by that is complex, it is essential that we teach our students an inclusive, honest history of who nosotros are equally a people. With a comprehensive understanding of our journeying every bit a nation, our young people will be better prepared to lead united states of america toward the full realization of those revolutionary ideals of liberty, equality, and justice.

Looking Back, Looking Up, Moving Forward identifies many opportunities to strengthen the teaching of history, civics, economic science, and geography in our schools. Information technology highlights the need for new resources for teaching near underrepresented communities, the expansion of civics in New Bailiwick of jersey education (as mandated by recent legislation), and promotes more opportunities for students to experience history and civics through valuable partnerships with New Bailiwick of jersey museums, historic sites, athenaeum, and cultural organizations.

With the essential data generated past this survey, the New Jersey Historical Commission, Crossroads of the American Revolution, and the New Jersey Department of Pedagogy are well equipped to run across the challenge of strengthening social studies educational activity for all New Jersey students. As we gear up for the upcoming 250 th ceremony of our nation, we volition highlight the rich history of our country and its various residents in our classrooms, in our neighborhoods, and for the many visitors who come to the Garden State. This is a vital and exciting journey that we embark upon; we look forward to sharing information technology with our educators and students around the state.

The Honorable Tahesha Style
New Jersey Secretary of Land

Looking Dorsum, Looking Upwards, Moving Forward: An Introduction to this Report

By Angel Santiago, 2020-2021 New Bailiwick of jersey Country Teacher of the Year

A reinvestment in social studies education is gathering support nationally and within my home state of New Jersey. I see it on the national level with the work of the Educating for American Democracy (EAD) Roadmap. And I see it evidenced with the New Jersey social studies survey written report, Looking Dorsum, Looking Up, Moving Frontward, produced past Revolution NJ, the New Jersey Department of Education, and Quadrant Research. Over 607 public schools and 446,745 students were represented in the survey. Among a pandemic, the scope and scale of this piece of work were quite impressive and revealed some key findings.

In particular, the survey highlighted the need to set up and train our educators on how to teach an inclusive view of history from different perspectives. The truth of the matter is that contributions of various populations have been express to a single narrative in our history books and social studies classrooms, due to a lack of fourth dimension, awareness, and/or resources. Diverse narratives teach our students lessons of perseverance while celebrating stories of heroism.

Offering a various recount of our nation's history is essential in connecting the events of our by to the lives of our students. The disconnect between our students and social studies has grown throughout the years. Only offer a refreshing view on our nation's past tin fuel discussions that directly affect the lives of the students within our classrooms. By providing our students with a rich and various view of history, backed by chief resource and in-depth inquiry, we can ameliorate prepare our students to confront the bug that touch on their lives today. Yet, it will accept educators who are well-trained in these areas to meet this goal.

The pandemic has significantly promoted the use of technology throughout all subject affair and although at that place are many limitations, there has been an influx of opportunities that have been offered through an online setting, that tin can positively touch the future of our classrooms. From virtual field trips to Zoom webinars with experts in the field of history, civics, or social studies, within the terminal year teachers accept adapted their didactics and resources to accommodate this ever-irresolute, interconnected world. Through a tumultuous twelvemonth, 1 thing is for certain: technology plays a crucial role in providing an equitable social studies education for all of the 1.4 million students of the state of New Jersey.

One of the most middle-opening findings of the survey was the amount of funding allocated to social studies education. In order to aid schools and teachers in providing effective and standards-aligned social studies education, there needs to exist a concerted effort to invest fourth dimension and resources. This funding would be essential in providing high-quality professional person development, offering meaningful and enriching historical field trips, or providing innovative social studies resource. A meaningful investment into social studies programs is the primal to training and providing essential resources for our students and teachers to utilize.

As we prepare to celebrate the 250th ceremony of the founding of our nation, New Jersey, the state that served as arguably the about prominent battlefield for the fight for independence, stands upon however another frontier. A movement dedicated to providing its students with an equitable, engaging, and refreshing business relationship of history. A movement that focuses on a truthful translation of America's past and that involves technological research dependent upon civil and academic debate. I that tells untold narratives that reverberate a diverse array of American heroes.

As a lover of social studies education, I could not exist prouder of the management and the precedent that the New Jersey Historical Committee and the New Jersey Department of Education have set for the residual of the nation in the expanse of social studies teaching. I look forward to learning more about the lessons and resources that I can share with my colleagues, students, and my club, Young People of Grapheme, a gild of 4th and 5th graders founded to instill the foundations of citizenship within their community. And so, join me in celebrating as we embark on the reinvestment in social studies instruction, in providing our students with an enriching and 360-degree view of history, and offering them a pathway to building a better tomorrow.

Angel Chiliad. Santiago II

2021 New Jersey State Instructor of the Yr

Affections Santiago is an uncomplicated school instructor at Loring Flemming Uncomplicated school in Blackwood, New Jersey, and has piloted and offered professional development with several social studies curricula within his district. Through his club Young People of Grapheme, Angel believes that through community service, he tin foster empathy and emotional intelligence inside his students, which is instrumental to closing the equity gap in many communities. Every bit the 2020-21 New Jersey State Teacher of the Year, Angel has worked on various initiatives that include, diversifying the teacher pipeline, mentoring pre-service teachers, equity initiatives in education, promoting social and emotional learning, and has served on the ACEs Community Advisory Board. Angel currently lives in Elmer, New Bailiwick of jersey with his wife Kourtney, also an educator, and their sons Cruze and Sebastian.

Updates Since the Conclusion of the Survey

In the spring of 2019, the New Bailiwick of jersey Historical Commission, in partnership with the New Jersey Department of Didactics (NJDOE), and Quadrant Research, ready out to develop and administer a survey of social studies in Yard-12 schools in gild to amend set up for the observance of the 250th ceremony of the American Revolution in 2026. The survey was conducted from January through June 2020. In March, the Covid-19 pandemic caused a significant shift in our national educational communities as many of our schools moved to remote and hybrid learning. This written report, Looking Back, Looking Up, Moving Forward, provides a useful snapshot of pre-pandemic life in our New Jersey M-12 schools and the status of history and civics education upward until this point in time. For example, this survey highlights teachers' utilize of technology in the classroom primarily as a source for teaching resources, and for primary resources and media for their students. Withal, the shift for many schools to remote or hybrid learning (and the elimination of field trips or in-person programming) led to a meaning shift in the employ of engineering science for social studies including the extensive use of webinars and virtual field trips (provided by museums, athenaeum, and local historical sites) that changed, perchance fundamentally, the way social studies resources are shared, teachers' awareness of NJ state and local resources, and ultimately, the mode students experience social studies overall.

During our data assay and preparation of this report, ii more than significant changes occurred in the social studies educational community. Showtime, in June 2020 NJDOE introduced revised New Jersey Student Learning Standards (NJSLS). The mission for the revised standards for social studies aligns with a key finding in our survey, i.e. the need for students to explore and analyze data in society to make informed decisions on sometimes circuitous topics of race, gender, and form, that are of import to their customs and state. The new standards use essential questions as a means of encouraging research-based learning. They as well alter the semantics used throughout. For instance, a reference to "human being rights guarantees," rather than the term "citizens' rights," creates a more complex, multidisciplinary means of exploring the topic. Another key finding highlights social studies teachers' need for professional evolution and resources to guide them in these more nuanced discussions.

While NJDOE worked to revise state standards, on a national level the Educating for American Republic initiative also conducted its ain assessment and highlighted a resounding need for civics education. In July 2021, the State of New Jersey passed a bill, known as "Laura Wooten's Law" (S854), requiring civics instruction in middle school. The neb, named for a long dedicated poll worker, besides directs the New Jersey Centre for Civic Education at Rutgers University to provide the professional evolution sources that loftier school social studies teachers volition need to incorporate civics into their existing history courses. The survey findings firmly support the need for civics instruction. At the fourth dimension the data was gathered, only 61 out of 2,374 schools offered a civics grade. A com prehensive, nuanced understanding of how government works is an essential tool for students who volition get the informed voters and leaders of tomorrow.

Central Findings

Social Studies Courses

Nearly all NJ public schools students have access to social studies education equally function of their education. 99.seven% of elementary and 100% of middle and loftier schools provide social studies instruction.
96% of New Jersey students in grades 6-12 are participating in some type of social studies grade.
Nigh middle and high schools offering U.S. History and Globe History courses.
But 61 of the 2,374 schools teach a defended civics course.
*Run into Update in Argument of Changes in the "An Introduction" tab above.
Although 91% integrate New Jersey history into their social studies curriculum, very few schools, (three%) offering any blazon of New Jersey History as a dedicated class.

Funding Social Studies

The median spending per student for social studies beyond all NJ schools is $5 per student per year. Even so, about 13% of schools allocate no money at all ($0 per educatee) on social studies.
Professional development opportunities for social studies teachers includes conferences or seminars, (63%), professional person learning communities (60-62%), workshops with professionals or historical groups (42-54%), and webinars (35-42%).
Notably, 15% of NJ schools offering no professional evolution opportunities for certified social studies teachers (21% unproblematic, ix% centre, 4% high schools)
We meet a significant touch on how funding affects assembly programs with only half of NJ schools reporting that they take had social studies associates programs with speakers (56%) or plays/performances (27%) For the other half who have not, cost was the almost often cited as a barrier, followed past a lack of data on programs, or assembly programs not being a priority.

Instructional Resources

More than half of responding schools report that they have bereft instructional resources supporting instruction that includes LGBTQ people,people of differing abilities, and Latino and African American history.
21% of teachers cited they take few or no instructional resources to teach the skill of "Taking informed action," and thirteen% of teachers cited that they few or no instructional resources to teach the skill of "Applying disciplinary tools and concepts."
The instructional resources that students use most frequently are videos (97%), secondary sources (94%), maps (92%), and textbooks (85%).

Partnerships & Resources for Social Studies

About 26% of schools did not take a social studies field trip during the 2019/2020 schoolhouse yr.
Of those who accept non traveled outside the building, transportation costs were cited past well-nigh equally the top bulwark, followed past time out of the schoolhouse day, or field trips not being a priority.
62% of schools went to a historic site or museum.
For virtually schools, the main budget source for field trips is "school budget," with a slightly higher proportion at the high school level reporting that these trips are educatee funded.
Less than half of all schools (forty%) report that their school/district has ongoing (at least multi-yr) partnerships/collaborations with a cultural organization(s)/college that help encounter their social studies didactics curricular goals.
More than half of schools are aware of free/low-price resource, nearly often citing Teaching Tolerance, local museums and historical societies, the Library of Congress and the National Athenaeum.

New Jersey Pupil Learning Standards – Social Studies

The New Jersey Student Learning Standards (NJSLS) are reviewed and revised every five years. The 2020 NJSLS in Social Studies were adopted past the State Lath of Education on June three, 2020. Districts are required to implement these standards through the updating of social studies curricula by September 2022. The standards provide the framework for curricular instructions as well as provide the operation expectations students are expected to meet by the end of each course band.

Implementation of the standards is mandated by the New Jersey Administrative Code. District boards of educational activity shall ensure that curriculum and instruction are designed and delivered in such a way that all students are able to demonstrate the cognition and skills specified past the New Jersey Student Learning Standards (N.J.A.C. 6A:viii-iii.1(a)). The commune must provide sufficient fourth dimension and resources to ensure that all students can demonstrate that they have met or exceeded the expectations set forth in the New Jersey Student Learning Standards.

Intent and Spirit of the Social Studies Standards

All students receive social studies instruction from kindergarten through grade 12. Today's challenges are complex, take global implications, and are connected to people, places, and events of the past. The report of social studies focuses on a deep understanding of concepts that enable students to call up critically and systematically about local, regional, national, and global issues.

Accurate learning experiences that enable students to apply content knowledge, develop social studies skills, and collaborate with students from around the world will prepare New Bailiwick of jersey students for higher, careers, and borough life. The natural integration of applied science in social studies education allows students to overcome geographic borders, utilize scientific and mathematical analysis to historical questions and gimmicky issues, capeesh cultural diverseness, and experience events through the examination of primary sources.

Mission & Vision

Mission: Social studies didactics provides learners with the knowledge, skills, and perspectives needed to get active, informed citizens and contributing members of local, state, national, and global communities.

Vision: An education in social studies fosters a population that:

Is civic-minded, globally aware, and socially responsible;
Exemplifies key values of commonwealth and human rights through active participation in local, state, national, and global communities;
Makes informed decisions about local, state, national, and global events based on enquiry and analysis;
Considers multiple perspectives, values variety, and promotes cultural understanding;
Recognizes the relationships between people, places, and resources too as the implications of an interconnected global economy;
Applies an agreement of critical media literacy skills when utilizing technology to acquire, communicate, and collaborate with diverse people around the globe; and
Discerns fact from falsehood and critically analyzes data for validity and relevance.

Structure and Content

The standards provide a guide for districts to determine grade level curricula. Districts decide what courses and content are taught at each grade level based on the form-banded cadre ideas and performance expectations. There are 3 standards taught across kindergarten through twelfth grade.

vi.one U.S. History in the Earth (Grades kindergarten through 12)
six.2 World History (Grades eight through 12)
vi.3 Active Citizenship in the 21st Century (Grades kindergarten through 12)

The standards are organized by grade-band functioning expectations, which means the functioning expectation can be taught at any grade within the grade-band as determined by the local district. The following provides an overview of content for each course-band.

Kindergarten through grade ii

Social studies teaching in early simple focuses on developing student's understanding of their role in their family, community, county and world. Students larn foundational ideas of government, democracy, human rights, the common good, citizenship, and ceremonious discourse as well as explore the American identity through symbols, holidays, and monuments that are reflective of our values and principles.

Grades 3 through 5

In upper elementary, social studies instruction begins with the various levels of government functions, powers and responsibilities. Students explore topics of geography and economics through a local and land context, while learning the diverse histories, cultures and perspectives of United states of america starting with the native populations of the U.S. through 1763 with an accent on the geography, history and civics of New Jersey.

Grades 6 through 8

In heart school, students embark on educational activity typically taught in a credit-based form format. Each credit is equivalent to a minimum of 40 minutes per week. Throughout this form band, the functioning expectations covered in standard vi.one U.S. History focuses on the Revolution through Reconstruction (1754-1877) and standard 6.2 World History explores the beginning of man through global encounters (10,000 BCE -1450 CE). Standard six.3 Active Citizenship in the 21 st Century has students build their understanding of civics, government and human rights.

In addition, students are required to consummate a civics course, minimum two quarters or equivalent, that addresses the values and principles underlying the American arrangement of constitutional democracy; the function and limitations of government; and the role of a citizen in a democratic society.

Grades 9 through 12

Loftier school students are required to take a minimum of a globe history course as well as two years of U.S. History, consisting of xv credits. Standard vi.1, U.S. History performance expectations encompass colonization through today (1585-present). The World History operation expectations in standard 6.2 cover the emergence of the first global age through contemporary problems (1350-present).

In add-on, students must meet or exceed the expectations set along in standard 6.3 Agile Citizenship in the 21 st Century. These performance expectations focus on students addressing contemporary national and global problems in a solutions-oriented context.

New Jersey Administrative Lawmaking and Statute Requirements

Social Studies Survey Findings

Access to Didactics: Nearly all NJ public schools students accept access to social studies education every bit office of their education. 99.seven% of elementary and 100% of centre and high schools provide social studies instruction. 82% of middle schools provide either United states or World History.

Participation: 96% of all students in grades half dozen-12 participate in at to the lowest degree i social studies course including 94% of middle schoolhouse students and 98% of loftier schools students.

Fourth dimension: Elementary students spend betwixt 110 and 150 minutes per week on social studies instruction. This increases significantly to 225 minutes per calendar week in middle schoolhouse.

Extra Curricular Activities: Pupil Government and Community Service clubs are the chief ways students appoint with extracurricular activities.

New Jersey History and Social Studies Integration

New Bailiwick of jersey History: 91% of all schools report integrating New Bailiwick of jersey History into the social studies curriculum (96% elementary, 89% middle schools and ninety% loftier schoolhouse) with most popular grades being quaternary class (96%) and tenth course (91%). Only three% of schools report offering NJ History equally a dedicated course. 35% of schools report incorporating NJ History into language arts.

Collaboration: Nigh all responding schools report that teachers who teach social studies interact with teachers from other subject areas. Most ofttimes, they written report collaboration in language arts (64%) & technology (30%) subject areas. Very few schools report that teachers of social studies and other content areas teach lessons together with about one-half of responding schools reporting that it never happens.

Graduation Requirements: Most schools (93%) with 12 th grade enrollment written report that 15 credits for social studies is the local high schoolhouse requirement for graduation (the country requirement) with about 60% reporting that more half the seniors will exceed that credit requirement.

Standards: Very few schools (merely ii%) written report that the curriculum has not been updated to align with the NJSLS for Social Studies and adopted or updated past the local school board. For those that accept aligned, 94% used the 2014 edition of the NJ Educatee Learning Standards for Social Studies as the footing for updating. (Note: in June 2020 the NJ State Board of Pedagogy adopted new Student Learning Standards for Social Studies which was after the conclusion of this written report).

Cess: Most schools report the use of teacher adult/created assessments (98%) and/or textbook chapter exam assessments (74%) as the means in which student progress toward achieving the social studies standards is assessed.

District Plans: While the majority of schools (57%) study having social studies goals for their district, less than half have a written social studies plan (40%) or written report that social studies goals are function of their strategic plan (46%).

ESSA Stakeholder Engagement: Only about a tertiary of schools (32%) study that they conduct stakeholder appointment about social studies as role of the Every Student Succeeds Human action (ESSA) district plan as required by the New Bailiwick of jersey Section of Educational activity.

Among those who exercise bear stakeholder date as part of their ESSA district Plan, the bulk report doing and so through public meetings (59%). Well-nigh a 3rd of elementary (30%) and middle (31%) schools report using community surveys, while slightly more than half of high schools (55%) use community surveys.

Use of Championship Funds: Most schools (55%) report using no ESSA Title funds to support social studies educational activity. Title II are nigh often cited (36%) as funds to support social studies instruction. Fewer use Championship I funds (xix%) and even less written report using Title IVA (11%).

Using Engineering science to Access News: Among all responding schools who access news & current events via the net at to the lowest degree occasionally, only about a third of responding middle and high schools report using the cyberspace regularly (virtually 70% of the time) to access all three types of news (local, national and international).

The majority of elementary schools (57%) report accessing none of these news options (local, national and international) via the internet regularly (about 70% of the time).

Frequency of Accessing the News: Amidst all responding schools who access news & current events via the cyberspace at least occasionally, national news was near frequently (lxx% of the time or more) accessed via the internet (57%).

Local news was least frequently accessed via the internet with xi% reporting that it is rarely (less than ten% of the time) or never accessed via the internet.

Social Studies Teachers: Amidst schools with enrollment in grades six to 12, near all (94%) have at least one FTE certified social studies instructor; 91% of middle schools accept at to the lowest degree 1 and 99% of all high schools.

Instructional Resources: The instructional resources that students utilise about frequently are videos (97%), secondary sources (94%), maps (92%), and textbooks (85%).

Webinars were nearly oftentimes reported, across all school types, every bit never being used or not bachelor (fifty%) followed by subscription services (xv%).

Supervisor: Most schools (70%) study having a district level Social Studies Supervisor.

Very few unproblematic and center schools study having a school level Social Studies Supervisor, only about a third (34%) of high schools practise.

Among schools with district-based Social Studies Supervisors, nigh report that the role of that supervisor covers 'social studies and some other department' and that the Social Studies Supervisor holds a degree or certification in social studies.

Budget: The median school budget allocation for social studies is $ii,500. High schools had the highest schoolhouse budget allotment for social studies (median of $5,364).

Per-Student Spending: Overall, 13% of schools spend $0 on a per student basis for social studies upkeep resource allotment, xvi% at the simple level, xi% at the centre school level and 7% at the high schoolhouse level. Median spending across all school types is $v per student.

Funding Sources: The majority of schools (68%) written report having district level upkeep to support social studies in addition to their school budget but very few study that their schoolhouse charges fees to participate in social studies based extracurricular activities (eleven%) and/or receives funding from a source exterior of the district to support social studies activities (8%).

* Note that budget figures reported below do not include teacher salaries, majuscule expenses, non-district funds or one-fourth dimension expenditures.

Instructional Resources: When asked about content areas where teachers do not have sufficient instructional resources, more than half of responding schools report that they accept insufficient instructional resources in the areas of LGBTQ people and people of differing abilities.

When asked to select the elevation three content areas where teachers have the most demand for boosted instructional resources, LGBTQ people ranked number one, followed past people of differing abilities (number two) and Latino history and African American history (tied for tertiary).

Schools were also asked to study the number of instructional resources they accept available to them to teach social studies skills. Overall, more than half written report having a moderate amount or some instructional resource to teach the specific social studies skills outlined in detail below*. 'Taking informed activity' (21%) was most often cited every bit beingness the area that teachers have very few or no instructional resource followed by 'applying disciplinary tools and concepts' (thirteen%).

Assessment Frequency: Nearly schools report assessing students a moderate or occasional corporeality on all social studies skills*. In order, 71% of schools written report assessing students a moderate/occasional amount on agreement multiple perspectives, followed by developing and planning inquiries (70%), communicating and critiquing conclusions (69%), applying disciplinary tools and concepts (68%), gathering and evaluating sources (67%), developing claims and using show (61%) and taking informed action (61%). Less than 20% of schools written report rarely or never assessing students on these skills with one exception. Xxx percent of schools written report rarely or never assessing students on 'taking informed action' (recall that this was too near often cited every bit existence the expanse that teachers have very few or no instructional resource).

Alignment: Very few schools report didactics and assessment equally being completely aligned with the College, Career and Civic Life (C3) Framework published by the National Quango of Social Studies, merely at least a quarter across all schools types report that they are almost completely aligned

Professional Development: 'Professional person learning communities' (60%), 'off-site seminars or conferences in social studies' (63%) and 'workshops with professional or historical groups' (54%) were most frequently offered for Certified Social Studies Teachers.

No professional development in social studies is offered in 19% of responding schools for general classroom teachers and 15% of schools for certified social studies teachers.

Professional person Development Incentives: Most often schools study that teachers tin can receive 'release time' and/or 'continuing education/clock hours for re-licensure' as incentives for participating in professional evolution.

Field Trips: Well-nigh schools (74%), beyond all types, report that as a function of a school-sponsored function, students have traveled exterior the building for an exhibition, functioning or upshot in the prior school year for the specific purposes to support social studies. 78% of schools had at least one field trip to a historic site, 76% had at least one to a museum and that amid all field trips reported historic sites and museums each brand up 31% of total field trips overall or 62% of all field trips, combined

Associates Programs: About half of all schools (51%) written report that outside groups or individuals performed/exhibited for students at the school in the past year for the specific purposes to support social studies. As a percent of all outside groups or individuals who performed/exhibited for students at the school in the past year for the specific purposes to support social studies, the vast majority were either speakers (56%) or plays/performances (27%).

Ongoing Partnerships: Less than one-half of all schools (forty%) report that their school/district accept ongoing (at least multi-year) partnerships/collaborations with a cultural organization(s)/college that help meet their social studies pedagogy curricular goals.

High schools (47%) were more likely than middle (35%) and elementary (37%) schools to written report such partnerships.

Summary of Community Resources: Very few schools (13% overall) reported no field trips, no outside group performances/exhibitions and no partnerships to back up social studies instruction. About a quarter of the schools report having all 3 (field trips, performances/exhibitions & partnerships).

Sensation of Resources: But 9% of all schools reported not beingness enlightened of any of depression-cost public resource that are available to support schools.

More than half were aware of Teaching Tolerance, local museums & historical societies, Library of Congress and National Athenaeum

The most cited gratuitous resources included Local museums, Instruction Tolerance, Local historical societies, Library of Congress, National Archives, NJ Historical Commission, National Constitution Heart, Gilder Lehrman Constitute of American History

Instruction and Activities Highlighting Cultures of Local Customs:

Overall, virtually 90% of schools report that they offer instruction or activities highlighting the cultures of community members, 93% of elementary schools, 87% of heart schools and 85% of loftier schools. Special events and classroom presentations were most often cited as the ways schools offering didactics or activities highlighting the cultures of the community.

The New Jersey Social Studies Information Project (NJSSDP)is a divide research program from the Social Studies Survey. The NJSSDP is a series of interactive dashboards utilizing data reported to the New Bailiwick of jersey Department of Instruction from by the private school districts on student form enrollment. The information included represents ii,354 schools and 1,345,502 students covering the 2016 through 2020 school years

Acknowledgements

Almost Revolution NJ

Looking Back, Looking Up, Moving Frontwards is a key component of the planning to commemorate the 250th anniversary of the American Revolution in New Jersey. It is an initiative of Revo lution NJ , a partnership between the New Jersey Historical Commission (NJHC), a State agency, and the nonprofit organization Crossroads of the American Revolution Association.

Revolution NJ is designed to:

Provide a statewide framework that volition encourage synergy between the many aspects of the celebration
Support organizations all over the state in preparing for, planning, and executing initiatives that will support the goals of the commemoration.
Originate relevant programs and inspire grassroots participation in the commemoration, encouraging history organizations, schools, civic groups, Counties, municipalities, and others to generate programs and events.

**Thanks to the agencies and individuals who supported the Looking Back, Looking Up, Moving Forwards study.**

The Honorable Phil Spud, Governor, State of New Jersey

The Honorable Tahesha Way, New Jersey Secretary of State

The New Jersey Country Legislature

New Jersey Section of Education

Dr. Angelica Allen-McMillan, Interim Commissioner

Dr. Beverly Plein, onetime Managing director Role of Standards

Ashley Woolsey-Greene, Social Studies Coordinator, Part of Standards

Quadrant Research

Bob Morrison, Founder and CEO

Bister Young, Annotator

Dr. Pat Cirillo, Chief Research Officeholder

Patrick McCormick, Primary Data Officer

Jen Shepherd, Director of Visualization

New Jersey Historical Commission

Dr. Maxine N. Lurie, Chair

Sara Cureton, Executive Director

Noelle Lorraine Williams, Director, African American History Program

Janet Field, Office Manager

Shawn Crisafulli, Chief Grants Officeholder

Greer Luce, Chief Communications Officer

Niquole Primiani, Chief Programs Officeholder

Marc Lorenc, Program Coordinator

Kris Myers, Program Banana

Louise Federer, Research Assistant

Dr. Joan Ruddiman, NJHC Project Assistant, Retired teacher, West Windsor-Plainsboro Schoolhouse
District; Board member, NJ History Day

Ennis Carter, Director, Social Affect Studios

Angel Santiago, 2020-2021 New Jersey State Instructor of the Year

Theresa Maughan, 2021-2022 New Jersey State Teacher of the Year

Before this report was published, NJHC and Quadrant Inquiry gathered feedback on the survey. We would similar to thank the following individuals and organizations/agencies who participated in this review:

Dr. David Aderhold, Superintendent, West Windsor-Plainsboro Regional School District

Dr. Cindy Assini, Social Studies Supervisor, Hillsborough Township Schoolhouse District; Council of Social Studies Supervisors

Nancy Norris Bauer, Director, Professional Development and School/Community Partnerships, William Paterson University; Manager New Jersey History Day

Sarrah Buker, former elementary teacher, Social Studies Department chair, facilitator for the We the People and Projection Citizen programs, Center for Civic Teaching

Hank Bitten, Executive Managing director NJ Council for the Social Studies (NJCSS)

Beth Cooper, Curator of Education, New Jersey State Museum

Carl Cooper, Social Studies Supervisor, Westward Windsor-Plainsboro Regional School District

Dr. Dennis D. Degnan, Assistant Superintendent of Curriculum, Bayonne Board of Education

Keri A. Giannotti, Museum Educator, New Bailiwick of jersey Vietnam Veterans' Memorial Foundation

Dr. Stephanie James Harris, Executive Director at Amistad Committee – NJ Dept. of Instruction

Evelyn Yard. Hershey, Didactics Manager, American Labor Museum/ Botto House National Landmark

Debra Lampert-Rudman, Curator of Education and Public Programs, Morven Museum & Garden

Eve Mandel, Director of Programs and Visitor Services, Historical Lodge of Princeton

Christy Marrella, Rosa International Center School (Cherry-red Hill)

Theresa Maughan, East Orange HS history teacher, 2021-22 NJ Instructor of the Year

Varissa McMickens Blair, Founder and Executive Consultant, Now Wellspring Consulting

Dr. Patricia C. Pongracz, Executive Director, Macculloch Hall Historical Museum

Shea Richardson, East Orangish Social Studies Supervisor, Grand-12

Brooke Salvanto, Executive Director, Tuckerton Seaport & Baymen's Museum

Dr. Angelica Santomauro, Director, American Labor Museum

Stephanie Schwartz, Curator of Collections and Enquiry, Historical Society of Princeton

Pat Sellar, Auten Road Intermediary Schoolhouse, 5 th class teacher of Social Studies, Literature, GT

Priscilla Taylor, Lawrence School District, MS SS teacher

Edith W. Westpy, Dean of Students; Bayonne Board of Educational activity National History Day Coordinator; Rho Kappa Honor Society, Advisor

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Source: https://njsocialstudies.org/