||Curriculum Standards for Brotherhoods
NCSS Curriculum Standards for Social Studies: Thematic Strands
II. Time, Continuity, and Change
In the middle grades, students, through a more formal study of history, continue to expand their understanding of the past and of historical concepts and inquiry. They begin to understand and appreciate differences in historical perspectives, recognizing that interpretations are influenced by individual experiences, societal values, and cultural traditions.
III. People, Places, and Environments
Social studies programs should include experiences that provide for the study of people, places, and environments
V. Individuals, Groups, and Institutions
Institutions such as schools, churches, families, government agencies, and the courts all play an integral role in our lives. These and other institutions exert enormous influence over us, yet institutions are no more than organizational embodiments to further the core social values of those who comprise them. Thus, it is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed. The study of individuals, groups, and institutions, drawing upon sociology, anthropology, and other disciplines, prepares students to ask and answer questions such as: What is the role of institutions in this and other societies? How am I influenced by institutions? How do institutions change?
Middle school learners will benefit from varied experiences through which they examine the ways in which institutions change over time, promote social conformity, and influence culture. They should be encouraged to use this understanding to suggest ways to work through institutional change for the common good.
VI. Power, Authority, and Governance
Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.