Social Studies Essential Standards

1. Social Studies Essential Standards Vance County Schools Staff Development Summer 2012

2. Agenda 8:30 am Review of New Essential Standards Name units and create pacing guide Identify priority standards for each unit. Close read standards for first unit. Create a graphic organizer to represent first unit. 10:30 am Break 10:45 am Choose big ideas and write essential questions for 1st unit. Create unit post assessment. Create unit pre-assessment. 12:30 pm Lunch 1:15 pm Meeting with Math teachers Dr. Brooks Universal Lesson Design 2:00 pm Compile unit vocabulary lists Write engaging learning experiences. Create list of needed materials and/or resources. 3:15 pm Wrap up

3. Primary Goal At the end of the day, all teachers will have a deeper understanding of the Social Studies Essential Standards.

4. Ambitious GoalAt the end of the day, each grade level will have a preliminary, commonunit of study to begin the school year.

5. A Quick Review- Changes to the Social Studies Curriculum

13. Graduation Requirements The new requirement of 4 social studies courses for graduation will go into effect beginning with the freshmen entering high school for the first time during the 2012-2013 school year (see State Board Policy GCS-N-004 governing Student Accountability Standards/Graduation Requirements). The requirements includes • World History, • Civics and Economics, • American History I: The Founding Principles and • American History II. Students may take AP United States History in lieu of AH I and AH II.

14. AP Courses • Students may substitute AP US History for AH I and AH II, but they are required to take a fourth social studies course to receive the fourth credit necessary to fulfill the graduation requirements for social studies. • Students may continue to substitute AP World History for the World History requirement. • AP Courses will continue to be offered as elective options. • AP Government may not be a substitute for Civics and Economics because it does not cover Econ or PFL.

15. New Social Studies Electives • Turning Points in American History • 21stCentury Geography • Sociology • Psychology • American Humanities • World Humanities • The Cold War • Twentieth Century Civil Liberties and Civil Rights

16. Big Shifts in Social Studies • RBT - revised Bloom’s taxonomy • Concept based • 5 Strands

18. Why Common Core Literacy in History/Social Studies, Science, and Technical Subjects ?

19. The reading level of high school textbooks has declinedin all subject areas over several decades: • Average length of sentences in K-8 textbooks has declined from 20 to 14 words • Vocabulary demands have declined, e.g., 8th grade textbooks = former 5th grade texts; 12th grade anthologies = former 7th grade texts Complexity of college and careers texts has remained steady or increased, resulting in a huge gap (350L).

20. CCSS began with what a student should be able to do in college or a career and established grade level standards moving backwards from 12th grade to kindergarten.

21. Text ComplexityGrade Old Lexile New CCR Lexile 2–3 450–725 450–790 4–5 645–845 770–980 6–8 860–1010 955–1155 9–10 960–1115 1080–1305 11–CCR 1070–1220 1215–1355 http://lexile.com/

22. Prioritizing the Standards/ Concepts

23. • Like fence posts, Priority Standards provide focus in which teachers need to “dig deeper” and assure student competency. • Like fence rails, Supporting Standards are standards which connect to and support the Priority Standards.

25. Move into course groups

26. Step 2 Name the Units of Study SkillCreate tables, graphs and charts to display geographic data. Analyze primary and secondary source documents to evaluate historical information. Topic The Renaissance The American Revolution Gross National Product Conceptsystems interdependence adaptation

29. Course PLAN OUTLINES Grade level/Course:__________________ Unit Unit Title Clarifying Major Objectives Concepts • 1 • 2 • 3 • 4 4 to 6 units for grade 6 5 to 8 units for grades 7-12

30. 8thGrade NC History Sample Yearly Plan Outline Unit Unit Title Clarifying Major Objectives Concepts • The Colonial Period Colonization • Revolutionary & Conflict & Constitutional Periods Government 3 Reform and Expansion Expansion & Change in the 19thCentury 4 Civil War and Reconstruction States’ Rights & Supremacy 5 Industrial Age and WWI Innovation & Freedom 6 Great Depression and WW II Struggle & Power 7 Post WWII Influence 8 Modern Era (1970s through the Present) Globalization

31. Name the units of study for your course.

32. LITERACY STANDARDS

33. For example… Unit 1 Reading informational RI, RI2, RI3, RI4 Writing –narrative W3 a,c,d 6 H. 1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time. 6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over time 6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions. 6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g. democracy, absolute monarchy and constitutional monarchy).

34. Create pacing calendar with assessments and reteaching time provided

35. Check carefully to be sure all social studies and literacy standards are addressed.

36. Close Read C clasp your pencil L line, label and list O observe patterns S seek similarities & likenesses E effectively question the reading Read the standards in the first unit.

37. Identify Priority Standards • “Unwrap” to identify what students need to know and be able to do. • Underline the concepts (important nouns or noun phrases) • the skills (verbs) Circle

38. Create a graphic organizerfor your first unit of study. Graphic Organizer Options • a bulleted list • an outline • a concept map • chart

39. Big Ideas are • key generalizations students can articulate after their sudden grasp of the “big picture.” • the lasting understandings students will take with them on their educational journey. • open-ended, enduring ideas that transfer understanding from one subject to other areas of study.

40. Why are we focusing on big ideas and essential questions? Students link all learning experiences to key concepts derived from real life applications.

41. Attributes of Big Ideas • Brevity – usually five to ten words Conceptual – cannot be answered factually or with yes/no statement Open-ended – allows for multiple perspectives; no one “right” answer Enduring – a “timeless” idea that may apply to other fields of learning

42. Some samples… • People are affected by environmental, economic, social, cultural, and civic concerns. • Culture is both a unifying and divisive force in human relations. • The study of political, social and economic patterns reveals continuity and change over time.

43. Write big idea(s) for your first unit.

44. Essential Questions • derive from the “Big Ideas” • are succinct, • open ended questions • that cannot be answered with a “yes” or “no” or a mere recall of facts. • The best essential questions require higherlevel thinking skill responses.

45. Sample Essential Questions • How does where we live influence how we live? • What happens when cultures collide? • Why do people live together and form societies? • What does it mean to be civilized? • What are the benefits and challenges of adiverse society? • What is worth fighting for?

46. Big Idea People respond to and resolve conflicts in a variety of ways. Related Essential Questions • Why do people fight? • Is conflict inevitable? desirable? avoidable? • What is worth fighting for? • What is revolution?

47. Create Essential Questions for your first unit.

48. Create the End-of-Unit Post-Assessment Computer or teacher scored with specific correct answers • Multiple choice test • Open end-ended (fill-in-the blank or very short answer) Teacher scored with common rubric Constructed Response • Writing Prompt • Performance task

49. Create the Unit Pre-Assessment Decide on the type of unit pre-assessment, general length and specific standards to be assessed. If more than one assessment is needed, explain why and design a full pre-assessment for the unit.

50. Create vocabulary lists and lists of other needed skills.