Michigan Citizenship Curriculum Collaborative: ISD s Working Together for Social Studies

1. Michigan Citizenship Curriculum Collaborative: ISD’s Working Together for Social Studies  

2. Understanding the Michigan Citizenship Collaborative Curriculum Why was the project created? What are the goals of MC3? Help local school districts Collaborate across the state Pool resources and knowledge Save time and money Insure educational equity for Michigan students The Michigan Citizenship Collaborative Curriculum was an idea born from several individuals who were involved in developing the social studies content expectations. These individuals were privy to the research and decision making involved in the development of the content expectations. Instead of using that knowledge to serve their own constituency, these individuals decided to come together to create a unified curriculum that would help level the playing field for all students in the state of Michigan. The curriculum and its supplemental materials have attempted to solve two central problems with the social studies content expectations: (1) The variety in grain size throughout social studies – While some expectations describe a narrow skill or single concept, other expectations describe large sets of skills or an array of ideas; (2) The expectations in social studies vary greatly in importance or centrality to the discipline - While some expectations contain critically important concepts in a discipline, others are simply statements of a single fact from the discipline. The goal of the Michigan Citizenship Collaborative Curriculum is to help teachers make sense of the expectations while providing a researched-based approach to curriculum, instruction, and assessment that will improve student achievement. The Michigan Citizenship Collaborative Curriculum was an idea born from several individuals who were involved in developing the social studies content expectations. These individuals were privy to the research and decision making involved in the development of the content expectations. Instead of using that knowledge to serve their own constituency, these individuals decided to come together to create a unified curriculum that would help level the playing field for all students in the state of Michigan. The curriculum and its supplemental materials have attempted to solve two central problems with the social studies content expectations: (1) The variety in grain size throughout social studies – While some expectations describe a narrow skill or single concept, other expectations describe large sets of skills or an array of ideas; (2) The expectations in social studies vary greatly in importance or centrality to the discipline - While some expectations contain critically important concepts in a discipline, others are simply statements of a single fact from the discipline. The goal of the Michigan Citizenship Collaborative Curriculum is to help teachers make sense of the expectations while providing a researched-based approach to curriculum, instruction, and assessment that will improve student achievement.

3. What is Michigan Citizenship Collaborative Curriculum Project? Provides curriculum, instructional strategies, and assessment tools K-12 Educational Resource Based on the Michigan Content Expectations Builds learning progressions within and among the grades Develops specific skills throughout the grades Provides statewide professional development Supports local and regional professional development The goal of the Michigan Citizenship Collaborative Curriculum is to help teachers make sense of the expectations while providing a researched-based approach to curriculum, instruction, and assessment that will improve student achievement. Unique features of this resource Written specifically for Michigan students Special attention on learning progression within and throughout the grades. What and how kids learned social studies knowledge in previous grades will affect how they make sense of new knowledge. This is taken into consideration throughout the materials. By doing this, we recognize that kids do not learn in isolation so each grade level curriculum and supporting materials should not be build in isolation. EX: Use graphic organizers from elementary in high school (4th grade econ graphic; 5th grade road to revolution graphic; 4th civics in high school civics) Social studies skills such as using evidence, writing – both narrative and argumentation; public speaking; using technology are developed throughout the grades with a more sophisticated application at subsequent grades. Provides instructional support for students to develop these skills. For example – they learn about what a thesis statement is, how to use evidence and what makes an evidentiary argument a different type of writing than a narrative. Students also develop a more sophisticated use of evidence throughout the grades. Typically, teachers ask for more pieces of evidence as students move from k to high school. In this curriculum we ask for qualitative not just quantitative differences seeking a more developed analyses as students mature. Integration with other subject areas, most notably at K-5 Through this project, the collaborative has also provided professional development to support teachers’ use of the curriculum materials and as a mechanism for feedback on the effectiveness of the materials. We are currently posting videoclips on the website to support local and regional professional development.The goal of the Michigan Citizenship Collaborative Curriculum is to help teachers make sense of the expectations while providing a researched-based approach to curriculum, instruction, and assessment that will improve student achievement. Unique features of this resource Written specifically for Michigan students Special attention on learning progression within and throughout the grades. What and how kids learned social studies knowledge in previous grades will affect how they make sense of new knowledge. This is taken into consideration throughout the materials. By doing this, we recognize that kids do not learn in isolation so each grade level curriculum and supporting materials should not be build in isolation. EX: Use graphic organizers from elementary in high school (4th grade econ graphic; 5th grade road to revolution graphic; 4th civics in high school civics) Social studies skills such as using evidence, writing – both narrative and argumentation; public speaking; using technology are developed throughout the grades with a more sophisticated application at subsequent grades. Provides instructional support for students to develop these skills. For example – they learn about what a thesis statement is, how to use evidence and what makes an evidentiary argument a different type of writing than a narrative. Students also develop a more sophisticated use of evidence throughout the grades. Typically, teachers ask for more pieces of evidence as students move from k to high school. In this curriculum we ask for qualitative not just quantitative differences seeking a more developed analyses as students mature. Integration with other subject areas, most notably at K-5 Through this project, the collaborative has also provided professional development to support teachers’ use of the curriculum materials and as a mechanism for feedback on the effectiveness of the materials. We are currently posting videoclips on the website to support local and regional professional development.

4. Current Developing Partners Genesee ISD Ingham ISD Macomb ISD Oakland Schools Ottawa Area ISD Who is involved? 35 ISD/ESAs (the list of participating ISD/ESAs is on next slides) 6 universities are involved in at a various stages of development to ensure that students are college-ready. The ISD/RESAs participating in the project are divided into the supporting partners and the developing partners. A developing partner contributes staff time and/or funding to the effort of producing the curriculum materials. Who is involved? 35 ISD/ESAs (the list of participating ISD/ESAs is on next slides) 6 universities are involved in at a various stages of development to ensure that students are college-ready. The ISD/RESAs participating in the project are divided into the supporting partners and the developing partners. A developing partner contributes staff time and/or funding to the effort of producing the curriculum materials.

5. Developing Partner role Provide ISD consultant time or money to project Consultants write, edit or contract regional teacher-writers Host network trainings Participate in monthly update meetings Agree not to sell any developed materials

6. Allegan ESA Bay-Arenac ISD Berrien RESA Calhoun ISD Charlevoix-Emmet ISD, Cheboygan-Otsego-Presque Isle ESD Clare-Gladwin RESD Clinton County RESA Delta-Schoolcraft ISD Eastern Upper Peninsula ISD Gratiot Isabella RESD Ionia ISD Kalamazoo RESA Kent ISD Lapeer County ISD Lenawee ISD Lewis-Cass ISD Livingston ESA Marquette Alger RESA A supporting partner agrees to use the Michigan Citizenship Collaborative Curriculum materials within their ISD and with the local districts they support. Supporting partners agree to attend one meeting per year. The categorization of ISD/RESA into developing and supporting status is flexible. Participating ISDs/RESAs may change status on the project annually. This allows for partners to contribute when they can and remain a part of the project when fiscal challenges prevent full participation. A supporting partner agrees to use the Michigan Citizenship Collaborative Curriculum materials within their ISD and with the local districts they support. Supporting partners agree to attend one meeting per year. The categorization of ISD/RESA into developing and supporting status is flexible. Participating ISDs/RESAs may change status on the project annually. This allows for partners to contribute when they can and remain a part of the project when fiscal challenges prevent full participation.

7. Supporting Partner role Agree to use material Attend annual meeting May contribute content or resources to the curriculum Flexible and expanding role…NML example

8. Cornell University, Kheel Center Grand Valley State University History Department Michigan State University University of Michigan School of Education History Education Projects, International Institute Wayne State University History Department, Center for the Study of Citizenship Walsh College Economics Center The Henry Ford 6 universities are involved in at a various stages of development to ensure that students are college-ready The collaboration of ISDs and universities in social studies have saved considerable costs in providing high quality material to local districts. Some of the roles that these universities U of M – Editing World and US history Wayne State Worked with writers for US History Incorporating technology for professional development and student course work Consulting on High School Civics Michigan State University – Working on Assessments (consulting, advising, providing professional development for writers and editing) Cornell University – providing access to online resources for free Grand Valley State – providing professional development in World History Walsh College Economics Center – Advising/editing High School Economics 6 universities are involved in at a various stages of development to ensure that students are college-ready The collaboration of ISDs and universities in social studies have saved considerable costs in providing high quality material to local districts. Some of the roles that these universities U of M – Editing World and US history Wayne State Worked with writers for US History Incorporating technology for professional development and student course work Consulting on High School Civics Michigan State University – Working on Assessments (consulting, advising, providing professional development for writers and editing) Cornell University – providing access to online resources for free Grand Valley State – providing professional development in World History Walsh College Economics Center – Advising/editing High School Economics

9. Academic Partner role Content editing Resources; online and print Supporting Power Points Writer training Content background Assessment development and support

10. Sequence of Study Show them the scope and sequence Walk through the thinking behind the scope and sequence 3rd and 4th grade issue: Both had Michigan history; Curriculum puts Michigan studies in 3rd grade for consistency and easy of resources; 4th grade is devoted to US with Michigan as basis for branching to US 6th and 7th grade issue: Many ways to do it. World history was our overriding concern for high school success so it was put in 7th grade for an entire semester. As a result, the country-by-country study has been replaced with a regional approach. HS scope and sequence issues: State did not decide grade levels so the content expectations are all written for 11th graders. Michigan Citizenship Collaborative Curriculum took a stand based on what is quality curriculum and what courses had the greatest cognitive demand. World history is the most challenging and the least worrisome if kids do not get to the 20th century before MME (20th century covered primarily in US history). Show them the scope and sequence Walk through the thinking behind the scope and sequence 3rd and 4th grade issue: Both had Michigan history; Curriculum puts Michigan studies in 3rd grade for consistency and easy of resources; 4th grade is devoted to US with Michigan as basis for branching to US 6th and 7th grade issue: Many ways to do it. World history was our overriding concern for high school success so it was put in 7th grade for an entire semester. As a result, the country-by-country study has been replaced with a regional approach. HS scope and sequence issues: State did not decide grade levels so the content expectations are all written for 11th graders. Michigan Citizenship Collaborative Curriculum took a stand based on what is quality curriculum and what courses had the greatest cognitive demand. World history is the most challenging and the least worrisome if kids do not get to the 20th century before MME (20th century covered primarily in US history).

11. A Specific Example of K-8 Materials Grade Level Overview Video for 4th grade Units of Study Lessons Supplemental Materials for Lessons Videoclips for professional development (overview, unit, and for lessons) We are now going to take you through a grade level down to the individual lesson level. This is the same structure you will find in grades K-8. First, here is an overview of 4th grade. This video is on the website (next slide)We are now going to take you through a grade level down to the individual lesson level. This is the same structure you will find in grades K-8. First, here is an overview of 4th grade. This video is on the website (next slide)

12. Units of Study: 4th Grade sample Unit 1: Foundations in Social Studies Unit 2: The United States in Spatial Terms Unit 3: Human Geography in the United States Unit 4: Exploring Economics Unit 5: Our Federal Government Unit 6: Rights and Responsibilities of Citizenship This is a list of the units of study for 4th grade. We are going to look at unit 1 and a lesson from that unit.This is a list of the units of study for 4th grade. We are going to look at unit 1 and a lesson from that unit.

14. Graphic Organizer

15. Unit Components Big Picture Graphic Graphic Organizer Unit Abstract Focus Questions Content Expectations Key Concepts Duration Lesson Sequence Assessment Resources Instructional Organization

16. Lesson 1: Thinking Like a Historian Lesson 2: Thinking Like a Geographer Lesson 3: Thinking Like a Economist Lesson 4: Thinking Like a Political Scientist 2/38 Official name Michigan Citizenship Collaborative Curriculum Who and Why People who wanted to work collaborative to save resources and ensure quality People involved in writing expectations People involved with teachers on a daily basis People who wanted to help the sate move forward with increasing quality of social studies teaching and learning What A quality curriculum which is aligned to the CEs and provides framework for developing assessments When Explain when units will be released; mention the editing process history (a group of people who wanted to share the understanding of effective use of curriculum to improve instruction), etc. Consider slide showing Marzano’s research from Classroom Instruction That Works Explanation of Phase 1 and Phase 2 We have higher standards and new content in all disciplines There are a lot of structural changes in the standards The expectations are the core of the National Standards and NAEP Frameworks2/38 Official name Michigan Citizenship Collaborative Curriculum Who and Why People who wanted to work collaborative to save resources and ensure quality People involved in writing expectations People involved with teachers on a daily basis People who wanted to help the sate move forward with increasing quality of social studies teaching and learning What A quality curriculum which is aligned to the CEs and provides framework for developing assessments When Explain when units will be released; mention the editing process history (a group of people who wanted to share the understanding of effective use of curriculum to improve instruction), etc. Consider slide showing Marzano’s research from Classroom Instruction That Works Explanation of Phase 1 and Phase 2 We have higher standards and new content in all disciplines There are a lot of structural changes in the standards The expectations are the core of the National Standards and NAEP Frameworks

17. Lesson Components Big Ideas Lesson Abstract Content Expectations and Integrated Expectations Key Concepts Instructional Resources Lesson Sequence (teaching content through instructional strategies) Lesson Assessment Go to video at the bottom of webpage to show unit overview video. This video talks through the components of a lesson and the supplemental materials. Go to video at the bottom of webpage to show unit overview video. This video talks through the components of a lesson and the supplemental materials.

18. What else is in the Supplemental Materials? Handouts Overheads Reference Sheets Answer Guides Handout Unit 1, lesson 1 and Supps for the lesson. Give participants time to look at the materials and then answer any question they may have.Handout Unit 1, lesson 1 and Supps for the lesson. Give participants time to look at the materials and then answer any question they may have.

19. Unique Features in K-8 Integrated with ELA, Math, and Science where appropriate Big Idea Cards, Word Cards, Lesson Graphic Organizers Deliberate build on previous grades Emphasis on Writing and Using Evidence University-reviewed to ensure college preparedness

20. High School Differences Instructional Organization document contains all the lessons for the unit Supplemental Materials – one document for entire unit Lessons are in narrative form Supplemental materials indicate which lessons by the lesson number in the header.Lessons are in narrative form Supplemental materials indicate which lessons by the lesson number in the header.

21. Unique Features in High School ACT Reading Prep embedded in US History and Geography; Civics and Government; and Economics Freedom Tracking Notebook in US History Citizenship Notebook / Wiki component Online Public Issues Forum – in development Emphasis on Writing and Using Evidence University-reviewed to ensure college preparedness Since world history was done first, our feedback indicates that teachers like having the supplemental materials. We will be adding this to the world history down the road (once all grades are done). We also will be adding ACT readings into the world history course. Since world history was done first, our feedback indicates that teachers like having the supplemental materials. We will be adding this to the world history down the road (once all grades are done). We also will be adding ACT readings into the world history course.

22. Professional Development Grade Level Networks Online on demand video clips for regional and local professional development Grade Level Networks Explain 4th grade network last year – 100 teachers for 6 sessions, vetted materials and gave feedback. Will be doing this with 3rd grade this year. Videotaped sessions from 4th grade were used to construct videoclips This year training presenters so that we can v-tel with other ISDs/RESAs. Again, sharing resources and presenter fees reduce costs Online On Demand VideoClips Allow other ISDs/RESAs or local districts to run professional development Provides a way for teachers to refresh or learn about grade level, units and lessons on their own time. Vision for Future – Videoclips of teachers teaching lessons Unit-based assessments Examplars of student work Grade Level Networks Explain 4th grade network last year – 100 teachers for 6 sessions, vetted materials and gave feedback. Will be doing this with 3rd grade this year. Videotaped sessions from 4th grade were used to construct videoclips This year training presenters so that we can v-tel with other ISDs/RESAs. Again, sharing resources and presenter fees reduce costs Online On Demand VideoClips Allow other ISDs/RESAs or local districts to run professional development Provides a way for teachers to refresh or learn about grade level, units and lessons on their own time. Vision for Future – Videoclips of teachers teaching lessons Unit-based assessments Examplars of student work

23. Overview of 4th Grade

24. Video of Teachers

25. Access mi citizenship curriculum

26. Status Update K-2: Kindergarten: Unit 1 posted Unit 2 in copy editing, Units 3-4 writing 1st grade: Unit 1 posted Units 2-5 in writing 2nd grade: Unit 1 posted Units 2-6 writing

27. Status Update 3-5 3rd grade: Unit 1 posted Unit 2 to be posted this month 4th grade: Complete 5th grade: Unit 1 posted Lessons for Unit 2 in writing

28. Status Update: 6-8 6th grade: Units 1, and 2 posted Unit 3 in writing; Unit 4 in copy editing 7th grade: Unit 1-4 posted 8th grade: Unit 1 and 2 in writing

29. Status Update: High School 9th USHG: Units 1-3 posted Units 4 in university review Units 5-8 in 2nd phase of content edits Units 9-11 in content editing, phase 1 10th Civics: Units 1 and 2 posted Units 3-5 in content editing, phase 1 10th Economics: Unit 1 posted Units 2-3 in editing Units 4-5 in writing 11th WHG: Units Completed Unit 4 Era 6 (18th century-1914) assessment in editing

30. What’s ahead in 2009-10 MAISA support that will allow for completion of units, lessons, and assessments Presentations at State and National conferences Expanded networks…from 1 to 7 using videoconferencing

31. What’s Ahead cont’d Prototype assessments being developed and piloted for High School World History with the Michigan Assessment Consortium Assessment development and piloting by Northern Michigan Learning Consortium for some grades