Overview:

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 provide lessons to students using the social studies/English language arts interdisciplinary curriculum provided by the Northern Putnam Westchester BOCES (PNW BOCES). In addition, we implement the Studies Weekly Program. Studies Weekly is a student-friendly program presented in a periodical format with a robust online learning platform. The curriculum is organized thematically and addresses the strands of civics and government, geography, economics, and history. As students use our inquiry-based activities, they become 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 the SHS Course Handbook here). Within these 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.