Social Studies Department

Social Studies at the Elementary Level | Social Studies at SHS | NYSED Standards | Quick Links

Social Studies at the Elementary Level

Social Studies is intended to promote civic competence through the integrated study of the social sciences and humanities. 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 interdependent world. Within the school program, students develop an understanding of concepts and key ideas through inquiry, analysis of primary and secondary source documents, and disciplinary skills and practices.

Social Studies at Shaker High School

The primary purpose of the Shaker High School social studies department is to help students develop reasoned and informed decision making processes for the public good, as citizens of a culturally diverse, democratic society. Within an integrated grades 6-12 program of study that incorporates history, the social sciences, geography, sociology, political science, psychology, civics, and criminal law, scholarship is developed through a comprehensive multi-disciplinary approach.

At the high school level, the social studies program prepares students with core knowledge as well as authentic, real world skills while simultaneously addressing the New York State Learning Standards. Students in grades 9 and 10 study Global History and Geography, culminating in the Global History Regents examination. The focus shifts to United States History and Government in 11th grade, a course that also ends with a Regents exam. In order to satisfy graduation requirements, seniors may choose between various one semester courses. Students may have an opportunity to request other electives that do not satisfy core requirements but may be taken in addition to them.

View course offerings in the Shaker High School Course Catalog.

Graduation Requirements

Learn more about graduation requirements in New York State.

New U.S. History Regents Exam

Learn more about the new New York state U.S. History Regents Exam, which was first administered in June 2022.

Civic Readiness Initiative

The New York State Board of Regents is committed to civic education that empowers all students to make informed decisions for the public good as members of a culturally diverse, democratic society in an interdependent world. Civic education facilitates the development of civic competencies, which are needed for a democratic society to flourish. Through civic education, students learn how to identify and address problems in their community or school community.  Students also learn how to demonstrate respect for the rights of others, respectfully disagree with other viewpoints, and provide evidence for a counterargument.  Civic education can strengthen the relationships of schools and students with parents, families, civic leaders, and organizations and community partners.

In January 2020 The Civic Readiness Task Force appointed by the Board of Regents presented their recommendations to the Board of Regents.  The recommendations include a Seal of Civic Readiness, a definition of Civic Readiness and the elements of a Civic Capstone Project.

Learn more about New York State’s Civic Readiness Initiative.

NYSED Standards

The New York State K-12 Social Studies Framework is designed to prepare students for college, careers, and civic life with courses that are rigorous and aligned to the New York State Learning Standards for Social Studies.  

Social Studies is intended to promote civic competence through the integrated study of the social sciences and humanities. 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 interdependent world. Within the school program, students develop an understanding of concepts and key ideas through inquiry, analysis of primary and secondary source documents, and disciplinary skills and practices.

View New York State’s current standards.

• Building Teacher Capacity & Expertise
  • K-5 Instructional Coaching Model
    • Cycle: Self-Directed Improvement System
    • Student-Centered Coaching & Low Inference Notes
    • Instructional Technology Coaching
    • Feedback Cycle – Teachers, Leaders, District
• Professional Growth & Sustainability
  • Teacher Learning & Development Meetings
    • Affective & Cognitive Domains
• Professional Development
  • Aligned with District Mission Priorities
  • Responsive, Tiered & Inclusive
  • Innovative & Meaningful