History & STEAM Connections

US/NV History's Connections to STEAM Education

Cross-curricular projects delve into sustainability issues, the societal implications of inventions and how rivers give birth to civilizations.


Social studies can be used as a topical focus for STEAM-based tasks. 
PBSLearningMedia.com describes  "5 Themes of Social Studies"

  1. Humer/Environmental Interaction

  2. Movement

  3. Regions

  4. Location

These themes can easily integrate into any STEAM focus. 

For details on each of the five themes, click here to view definitions and examples.


"STEM to me is real-world application of knowledge and skills, and I use it to develop projects that cross all curriculums and focus from the past all the way through to the modern society." — Kate Dodson


This year the seventh-grade team has chosen the theme of 'Inventions" to spotlight not only current innovations but also a historical view oh how technology grew and developed over time.


Common Core State Standards - STEAM is Connected


Common Core State Standards (CCSS) and the business community at large deem it imperative that instruction in English language arts should be integrated into science instruction and that science texts should be integrated into English language arts instruction. CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects state:

There is a need for college and career ready students to be proficient in reading 
complex informational text independently in a variety of content areas because
most of the required reading in college and workforce training programs is
informational in structure and challenging in content.


The CCSS recognize that ELA teachers cannot accomplish this alone and that all ELA experiences cannot focus on informational text. Therefore, as part of a school-wide literacy program, much of the responsibility for teaching students how to engage with informational text should rest with teachers of social studies, history, science, and technical subjects, as well as teachers of other subjects in the school (College Board).


Key Ideas and Details:


    • Cite specific textual evidence to support analysis of primary and secondary sources.


    • Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.


    • Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Craft and Structure:


    • Determine the meaning of words and phrases as they are used in a text,
      including vocabulary specific to domains related to history/social studies.


    • Describe how a text presents information (e.g., sequentially,
      comparatively, causally).


    • Identify aspects of a text that reveal an author's point of view or purpose
      (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:


    • Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.


    • Distinguish among fact, opinion, and reasoned judgment in a text.


    • Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity:


    • By the end of grade 8, read and comprehend history/social studies texts in the
      grades 6-8 text complexity band independently and proficiently.

Silvestri Jr. High School 

1055 Silverado Ranch Boulevard

Las Vegas, NV 89183

(702) 799-2240 Phone

(702) 799-2247 Fax


Please read the memorandum from CCSD regarding blocked calls by clicking here. Thank you