march 27, 2012 download documents at: //ssnces.ncdpi.wikispaces.net/home k-12 social studies...
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March 27, 2012
Download documents at: http://ssnces.ncdpi.wikispaces.net/home
K-12 Social Studies Essential Standards Update
This update will consist of:
Preparing To Implement The New ES
SS PD and support from June 2011 to present
Social Studies Support Tools
Middle School Resources
Curriculum Updates
High School Honors Review
Social Studies Course Coding
FAQ Updates About K-12 Social Studies
World History pacing questions
AP/IB
AP Course Questions (i.e., AP Politics & Government, AP World History, AP Human Geography
Summer Institute Expectations
Theme: Connecting to Serve All
What Does It Mean To Be Literacy in the Social Studies? (Instruction)
Teaching Expectations For School Year 2012-2013
Announcements
Surveys: http://ssnces.ncdpi.wikispaces.net/home
Standards Student Achievement
Organizing The Social Studies Standards Into Curriculum As
Units Of Instruction
Step 1: Start with the Essential Standards (unpack/deconstruct).Step 2: Create an outline of units you may teach for the entire year. (includes unit titles and conceptual lens)Step 3: Draft a brief summary describing each unitStep 4: Identify Clarifying Objectives that support each unit.Step 5: Create a Concept/Content web.Step 6: Write Generalizations/Understandings
ItIt’’s A Process!s A Process!
Step 7: Write Guiding/Essential Questions to support each understanding/generalization. Step 8: Identify Critical Factual Content. Step 9: Identify Key Skills.Step 10: Align Assessments to know, skills, and understandingsStep 11: Develop Learning ExperiencesStep 12: Identify Unit Resources and write any helpful Teacher Notes
Unit Unit TitleClarifying Objectives
Conceptual Lens
1
2
3
4
5
6
7
8
Activity
Grade level/Course: __________________
What happens when we
only teach facts?
What happens when we
teach conceptuall
y?
Integration of Thinking
(Erickson, 2007, p. 11)
“When we can rise about the facts and see the patterns and connections between the facts and related concepts, principles, and generalizations and when we can understand the deeper, transferable significance of knowledge-then we can say our thinking is integrated at a conceptual level.”
http://davidford-cartoons.com/
The Sixth Grade ShiftThe Sixth Grade Shift
The Roots of Modern Societies
Beginnings of Human Society to the Emergence of the First Global Age
(1450)Focus: World Geography, History & Culture:
Patterns of Continuity and Change
First formal look at a study of the world
Focus heavily on the discipline of geography (five themes)
Systematic look at the history and culture various civilizations, societies, and regions
Various factors that shaped the development of civilizations, societies and regions in the ancient world
Comparative study of world regions
Recognize and interpret the “lessons of social studies” – transferable ideas
Major concepts Continuity and change (over time and in various civilizations, societies,
and regions)
Conflict and cooperation
Compromise and negotiation
Migration and population distribution
Cultural expression/practices and diffusion
Human-environment interaction
Trade and economic decision-making
Societal organization (economic, political, and social systems)
Technology and innovation
Quality of life
Citizenship
Where to start?
National World History Standards:
http://nchs.ucla.edu/Standards/world-history-standards
The periodization of the new Essential Standards for sixth grade social studies is based on the five eras identified by the National Standards for World History,
Era 1: The Beginnings of Human Society Giving Shape to World History
Era 2: Early Civilizations and the Emergence of Pastoral People, 4000-1000 BCE/BC
Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE/BC-300 CE/AD
Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE/AD
Era 5: Intensified Hemispheric Interactions, 1000 – 1500 CE/AD
Sixth Grade Sample
See Word Document – It’s A Work in Progress
The Seventh Grade ShiftThe Seventh Grade Shift
Global ConnectionsGlobal Connections
The Great Global Convergence (1450 - 1800) to the Present
Focus: World Geography, History & Culture: Patterns of Continuity and Change
Expansion of knowledge, skills and understandings about the world from a more modern perspective
Focus heavily on the discipline of geography (five themes)
Systematic look at the history and culture of various world regions
Various factors that shaped the development of civilizations, societies and regions in the modern world
Comparative study of world regions
Recognize and interpret the “lessons of social studies” – transferable ideas
Focus on issues, solutions, and decision-making
Major concepts Global interaction
Continuity and change (over time and in various modern societies and regions)
Conflict and cooperation (social, economic, military and political)
Economic Development/Systems (trade and economic decision-making)
Political Thought
Power and Authority
Compromise and negotiation
Migration and population distribution
Cultural expression/practices and diffusion
Values and Beliefs
Human-environment interaction
Societal organization (economic, political, and social systems)
Technology and innovation
Freedom, justice, and equality
Where to start?National World History Standards:
http://nchs.ucla.edu/Standards/world-history-standards
The periodization of the new Essential Standards for seventh grade social studies is based on the last five eras identified by the National Standards for World History,
Era 5: Intensified Hemispheric Interactions, 1000 – 1500 CE/AD
Era 6: The Emergency of the First Global Age, 1450 – 1770 CE/AD
Era 7: An Age of Revolutions, 1750 - 1914
Era 8: A Half-Century of Crisis and Achievement, 1900 – 1945 CE/AD
Era 9: The 20th Century Since 1945: Promises and Paradoxes
National Geographic Resources:
• Xpeditions Archives: http://www.nationalgeographic.com/xpeditions/
– Lesson Plans
– Atlas Maps
– Standards
– Xpedition Hall (virtual museum)
• New Education Beta Site: http://education.nationalgeographic.com/?ar_a=1
The Seventh Grade Unit Example
Unit focus: The Age of Exploration – Reasons and Impact
Throughout the unit, students could explore the quest for trade, innovation, power, authority and wealth among European nations led to increased global interaction throughout the world. Included in this inquiry, could be the implications of these global interactions i.e. cultural diffusion (goods, religion, cultural practices, ideas, etc.), colonization, wealth, slave trading, etc. And, finally, how these global interaction specifically led to European exploration and inhabitation of the Americas.
From a more modern perspective, students could study implications of global exploration today i.e. exploration for new natural resources, new source of labor, etc.
The Geographic Perspective
http://education.nationalgeographic.com/education/multimedia/geographic-perspective/?ar_a=1
Your Questions…
For Questions about Social Studies Curriculum & Instruction
• Fay Gore - [email protected]
• Michelle McLaughlin - [email protected]
For Questions on the Measures of Student Learning
• Jennifer Preston - [email protected]
For Questions on Standardized Assessment
• Jim Kroening - [email protected]