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CASE Content Area Special Education Elementary Social Studies

CASE Content Area Special Education Elementary Social Studies. Carol Curtiss ESC Region 13 Social Studies Specialist carol.curtiss@esc13.txed.net. Schedule for Today. 9:00 – 11:45 Morning 11:45 – 1:00 Lunch 1:00 – 4:00. What kind of Special Education teacher are you?. Name

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CASE Content Area Special Education Elementary Social Studies

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  1. CASEContent Area Special EducationElementary Social Studies Carol Curtiss ESC Region 13 Social Studies Specialist carol.curtiss@esc13.txed.net

  2. Schedule for Today 9:00 – 11:45 Morning 11:45 – 1:00 Lunch 1:00 – 4:00

  3. What kind of Special Education teacher are you? • Name • Assignment/District • Years in Special Education • Expertise • What do you want to change about classroom instruction to make you a more effective special education teacher? • Email address

  4. Objectives: The teacher will… • Understand the framework of the social studies TEKS • Identify the most essential information their students need to know. • Understand the relationship of elementary social studies to the TAKS and the TAKS-I test. • Take home classroom strategies and activities to help students learn. • Locate websites and other resources to help them be more knowledgeable in the classroom.

  5. Overview of Social Studies

  6. Elementary social studies Texas history (4, 7) U.S. history (5, 8, 11) World cultures World geography World history Economics Government Sociology Psychology Social Studies includes

  7. Texas Social Studies Framework: • “The primary purpose of social studies is to help young people develop the ability to make informed decisions for the public good as citizens of a culturally diverse, democratic society in an independent world.” • “…an understanding of the social studies disciplines … prepares students to assume productive, participatory lives as citizens.” • “…the overall goal: equipping students for a career as a citizen, the most important position they will ever hold.”

  8. The Big Picture Enable the student to • Understand the importance of patriotism • Function in a free enterprise society • Appreciate basic democratic values

  9. Overview of the TEKS K-12 Content changes course to course Focus changes grade to grade Strands stay the same Skills build

  10. Strands • History • Geography • Economics • Government • Citizenship • Culture • Science, technology, and society • Social studies skills

  11. Primary Grades Social Studies, K-3 • Self, home, family, classroom, school, community • Chronology • Location, characteristics of place • Basic human needs • Individuals make a difference • Citizenship • Skills

  12. Texas and American history • Texas history (4): Early beginnings through the present • U.S. history (5): Colonization through the present • Texas history (7): Early beginnings through the present, more depth and breadth than grade 4 • U.S. history (8): Colonial period through Reconstruction • U.S. history (11): 1877 through the present • Government (12)

  13. The World • Contemporary World Cultures (6) • World geography (9) • World history (10)

  14. TEKS Are Vertically Aligned • The Social Studies Skills build through the curriculum • Concepts and knowledge taught at earlier grade levels is assumed to be taught and is built upon in higher grade levels. • Many high school TAKS objectives are introduced in elementary school—as early as Kindergarten.

  15. The Important Stuff • Concepts • Verbs • Skills • Vocabulary • Time and Place • Cause-effect relationships • Significance and Impact • Primary Source Documents • The story of America

  16. Concepts • Progress • Adaptation • Colonization • Sovereignty • Goods and Services • Civilization • Citizenship • Region/Regional differences • Patriotism • Migration/Immigration

  17. Verbs • Identify • Locate • Describe • Explain • Compare • Analyze • Apply • Summarize • Predict • Create

  18. Skills • Analyze information • Sequence • Categorize • Cause-Effect • Compare/Contrast • Find main idea • Summarize • Make generalizations • Predict • Draw inferences and conclusions

  19. Skills (cont’d) • Think critically • Identify Point of View (POV) • Support Point of View • Identify bias • Evaluate sources • Organize and interpret information • Outlines • Reports • Charts, graphs, timelines, maps

  20. Make a Post-It for the “L” of the KWL chart

  21. Characteristics of the TAKS and the TAKS-I test.

  22. TAKS - Texas Assessment of Knowledge and Skills • Objective 1 - The student will demonstrate an understanding of issues and events in U.S. history. • Objective 2 - The student will demonstrate an understanding of geographic influences on historical issues and events. • Objective 3 - The student will demonstrate an understanding of economic and socialinfluences on historical issues and events.

  23. TAKS - Texas Assessment of Knowledge and Skills • Objective 4 – The student will demonstrate an understanding of political influences on historical issues and events. • Objective 5 – The student will use critical thinking skills to analyze social studies information.

  24. Skills • Analyze information • Sequence • Categorize • Cause-Effect • Compare/Contrast • Find main idea • Summarize • Make generalizations • Predict • Draw inferences and conclusions

  25. Phase-In for TAKS

  26. % of Items Correct by Objective

  27. Graphics 24/55 44% 25/55 45%

  28. Lowest Scoring Item - 8th grade 24 Southern dependence on slavery and an agricultural economy resulted in — F an excellent railroad system G a lack of factories H a dependence on government tax breaks J several new political parties 8.7C

  29. Lowest Scoring Item - 10th Grade Excerpt from the Emancipation Proclamation I do order and declare all persons held as slaves within said designated states . . . are, and henceforward shall be, free; and that the executive government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons. 34 In which year was the statement above issued? F 1787 G 1812 H 1863 J 1877 8.1C

  30. Lowest Scoring Item - Exit Level 26 The Battle of Midway was a crucial victory for the United States because it — F dealt a severe blow to the Japanese navy G was the last sea battle of the war with Japan H was fought on Japanese territory J destroyed Japan’s will to continue fighting U.S. 6B

  31. Types of Questions on TAKS What do you notice about the following questions?

  32. Cause-Effect Relationship 21 Which of the following events prompted the ratification of the 26th Amendment, which gave 18-year-olds the right to vote? F The Watergate scandal G The election of Richard M. Nixon H The energy crisis J The Vietnam War

  33. Higher level thinking using organizers

  34. Inductive Reasoning Skills G.5B

  35. Questions with other Stimuli

  36. TAKS-I An assessment that will meet the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) for students that are not currently tested by the state (SDAA II) • Will measure academic progress of students receiving special education services at or near grade level • Will include all TAKS tested items except the field tested questions

  37. TAKS-I • Will use larger font and fewer items per page • Accommodations will be permitted • Will be administered on the same dates as the TAKS test • LDAA is still an option for those students whose ARD committee has determined that both TAKS and TAKS-I are inappropriate.

  38. “At or Near Grade Level” What does that mean for social studies?

  39. Content? Skills?

  40. Is the Special Ed student able to take the TAKS test with allowable accommodations? • Is the student’s IEP based on grade level TEKS? • Does the IEP significantly modify the TEKS in the student’s curriculum? • Can the student take the TAKS-I with allowable accommodations?

  41. Instructional Considerations The student: • understands the content, concepts and processes as shown on curriculum measures (actual non-adjusted performance) • shows that he/she understands the content • demonstrates skills to access short-term and long-term memory • shows evidence of critical thinking • has social studies skills commensurate with non-disabled peers • demonstrates ability to access expository test with or without accommodations

  42. “Big 3” Questions • What do I want students to know and be able to do? 2. How will I know they know it? How will I assess student knowledge? What evidence will I accept? 3. What activities will I use to engage students in learning what they need?

  43. Start with the TEKS • Read Paragraph 1 of the Introduction • Discuss grade level differences • Notice the progression

  44. TEKS – The Texas Essential Knowledge and Skills • The Social Studies TEKS… • Are the essential knowledge that districts are required to provide instruction in according to Senate Bill 815. • Became effective on September 1, 1998. • Are organized into 8 strands – History; Geography; Economics; Government; Citizenships; Culture; Science, Technology, and Society; and Social Studies Skills. • Provide the framework for social studies instruction.

  45. Nice to Know Important Essential What Is the Most Essential Information in Elementary Social Studies? • TEKS http://www.tea.state.tx.us/teks/#chapters • TAKS objectives http://www.tea.state.tx.us/student.assessment/taks/booklets/ • Your District’s Curriculum/Scope and Sequence

  46. TEKS Tested TEKS

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