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Shelby County Schools. Common Core Modules for Social Studies/History Grades 6-12. Tennessee Department of Education History/Social Studies Grades 6-12. Supporting Rigorous History/Social Studies Teaching and Learning. Module 1 : Overview of Common Core. Norms.
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Shelby County Schools Common Core Modules for Social Studies/History Grades 6-12
Tennessee Department of Education History/Social Studies Grades 6-12 Supporting Rigorous History/Social Studies Teaching and Learning Module 1: Overview of Common Core
Norms • Keep students at the center of focus and decision-making • Be present and engaged – limit distractions, if urgent matters come up, step outside • Monitor air time and share your voice - you’ll know which applies to you! • Challenge with respect – disagreement can be healthy, respect all intentions • Be solutions oriented – for the good of the group, look for the possible • Risk productive struggle - this is safe space to get out of your comfort zone • Balance urgency and patience - we need to see dramatic change and change will happen over time • Start and end on time – maximize group learning by honoring session start and end times
Review of Key Shifts in ELA/Literacy CCSS • Complexity: Regular practice with complex text and its academic language. • Evidence: Reading, writing and speaking grounded in evidence from text, both literary and informational. • Knowledge: Building knowledge through content-rich nonfiction. *Excerpted from A Strong State Role in Common Core State Standards Implementation: Rubric and Self-Assessment Tool, p. 6, Table 1, Key Instructional Shifts of the Common Core State Standards, by the Partnership of Readiness for College and Careers Transition & Implementation Institute, 2012, Washington, DC: Achieve.
Goals: • Deepen understanding of rigorous, standards-based instruction by engaging in lessons that are keyed to the Common Core State Standards (CCSS). • Analyze the place of pre-reading activities and close reading in this vision of CCSS-aligned instruction. • Deepen understanding about how to sequence a set of texts for a coherent unit of instruction. • Deepen understanding of text-based questions that scaffold students’ reading, writing, speaking, and listening by learning more about: • the importance of text-based questions in learning history with primary and secondary texts • how to develop sequenced, text-based questions.
Elements of a Unit in History/Social Studies • Guiding inquires, defined by standards and big ideas about history, frame and focus the task as being an investigation into the past, rather than the recall of factual knowledge. • Teachers formatively assess learning for understanding of the guiding inquiries. • Students read deeply in different types of primary and secondary sources that “speak” about the past in unique ways. • Students hold learner-centered, focused discussions of the sources, stressing interpretation of the past. • Students think about when and how they learn.
Prior Knowledge F Investigate Reflection Primary Sources Historian Go deeper by examining the other related primary and secondary sources, then discuss findings as a group. UNIT TITLE Unit Focus or Topic Overarching Questions Open-ended, inquiry-based inquiries to return to across the unit Modeling historical inquiry Use the sources to reflect on and evaluate the arguments made by the historians. Identify and compare historians’ perspectives. Examine primary sources related to the topic for the issues raised by the historians. Read and brainstorm about the topic FA FA FA FA . Assessment Task A unit-level summative task aligned with the CCSS will ask students to justify an argument about history on the basis of the rigorous primary and secondary sources they have encountered in the unit.
