HSS Framework, the Content Standards and
the Common Core Habits of Mind
In reading through the California History-Social Sciences Framework, I understood it to be the underlining foundational goals the state has set out for teachers to formulate a well-rounded curriculum for the well-being of their students. The HSS Framework covers a broad spectrum of expectations. It also appears to be supported by both the California Content Standards and Common Core Habits of Mind, as it focuses on knowledge, fostering ethical values, the understanding of civic responsibilities, as well as the skills necessary to be a productive citizen. It further motivates students to analyze, recognize, and understand complex themes in the social sciences as well as society, in order to draw connections from the broad curriculum with authentic practice in the world. Ultimately, the function of these goals is to better prepare students to become well-informed, critical thinking, and contributing participants in our democratic society, helping them understand what it means to be not only a citizen of the U.S., but of their local communities as well as the world.
As important as these goals may be, in further comparing the three documents I find that fully implementing them all together would be difficult,
given the diversity found in the classroom. In terms of the Common Core Habits of Mind, students with limited English literacy proficiency would struggle, if not given the appropriate scaffolding. Although it is the responsibility of the teacher to be responsive to such needs, it creates added pressure to fulfill
just this set of goals in relation to the other two, as proficient content area knowledge (highlighted in BOTH the HSS Framework and Content Standards) and content area literacy cannot be fully achieved without English proficiency. However, I do believe that the Habits of Mind predominantly, yet appropriately focus on the “how to apply” the desired skills outlined in the Content Standards in order to make meaning of them. By highlighting the relevance of the Content Standards as the objectives to reach the ultimate goals of the HSS Framework, it is evident how the three correspond with one
another.
Again, the HSS Framework, Content Standards, and Habits of Mind set out goals that aim to benefit students by preparing them to become active contributors and participants in society. Although practicing and applying critical thinking skills to make informed decisions is at the forefront, what has perhaps undermined the HSS Framework and Content Standards, and has made achieving the Habits of Mind difficult is the manner in which they are assessed. The California Standardized Test shifts the focus to its superficial assessment by ways of multiple choice test questions, from true assessment of content area knowledge and literacy, as it disproportionately focuses on some standards while bypassing others. One can hope that changes are made to find consistency in what we expect students to learn and how we assess what they actually learn.
As important as these goals may be, in further comparing the three documents I find that fully implementing them all together would be difficult,
given the diversity found in the classroom. In terms of the Common Core Habits of Mind, students with limited English literacy proficiency would struggle, if not given the appropriate scaffolding. Although it is the responsibility of the teacher to be responsive to such needs, it creates added pressure to fulfill
just this set of goals in relation to the other two, as proficient content area knowledge (highlighted in BOTH the HSS Framework and Content Standards) and content area literacy cannot be fully achieved without English proficiency. However, I do believe that the Habits of Mind predominantly, yet appropriately focus on the “how to apply” the desired skills outlined in the Content Standards in order to make meaning of them. By highlighting the relevance of the Content Standards as the objectives to reach the ultimate goals of the HSS Framework, it is evident how the three correspond with one
another.
Again, the HSS Framework, Content Standards, and Habits of Mind set out goals that aim to benefit students by preparing them to become active contributors and participants in society. Although practicing and applying critical thinking skills to make informed decisions is at the forefront, what has perhaps undermined the HSS Framework and Content Standards, and has made achieving the Habits of Mind difficult is the manner in which they are assessed. The California Standardized Test shifts the focus to its superficial assessment by ways of multiple choice test questions, from true assessment of content area knowledge and literacy, as it disproportionately focuses on some standards while bypassing others. One can hope that changes are made to find consistency in what we expect students to learn and how we assess what they actually learn.