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Welcome to Social Studies Essential Standards Training

Welcome to Social Studies Essential Standards Training. Presenters: Debbie Knapp – Southmont Jennifer Laughlin – Franklinville Candy Thompson – John Lawrence Amy Tysinger – Trinity Beth White – Ramseur Amanda Willingham – Tabernacle Judi Cagle – CSI, Trindale . Agenda.

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Welcome to Social Studies Essential Standards Training

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  1. Welcome to Social Studies Essential Standards Training Presenters: Debbie Knapp – Southmont Jennifer Laughlin – Franklinville Candy Thompson – John Lawrence Amy Tysinger – Trinity Beth White – Ramseur Amanda Willingham – Tabernacle Judi Cagle – CSI, Trindale

  2. Agenda • Rationale for Social Studies Instruction • Overview of Structural Changes • Unpacking the Standards • Vertical Progression of Concepts • Revised Blooms Taxonomy • Integration of Information and Technology Skills

  3. Norms • Be Respectful • Be Responsible • Be a Learner • Cell phones off • Take bathroom breaks as needed

  4. How are we doing teaching Social Studies content?

  5. Test your Social Studies IQ!!! True or False??

  6. Supply and Demand is a concept that is taught in First Grade.

  7. TRUE!!!!!!

  8. First graders will describe roles in families.

  9. False!

  10. First graders will compare languages of various cultures.

  11. TRUE!!!!!!

  12. Teachers will use folklore in teaching about cultures.

  13. TRUE!!!!!!

  14. First graders will describe how transportation links to communities.

  15. False!

  16. The highest level of Revised Blooms is evaluate.

  17. False!

  18. STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK

  19. Each standard uses multiple verbs from Revised Blooms Taxonomy.

  20. False! One verb per standard!!!!!

  21. Civics and Government is one of the 5 strands in the NC ES for Social Studies.

  22. The Five Conceptual Strands • Time, Continuity & Change • Science, Technology & Society • Civic Ideals & Practices • Power, Authority & Governance • Production, Distribution & Consumption • Individuals, Groups & Institutions • People, Places & Environments • Culture • Individual Development & Identity • Global Connections • 7/10/2011 • page 15

  23. Civil War is an example of concept based teaching.

  24. It depends!!!!! The Civil War is a topic, civil war is a concept!

  25. The Paradigm Shift From Teaching & Learning Topically http://www.supermanhomepage.com/multimedia/Wallpaper-Images2/phonebooth.jpg To Teaching & Learning Conceptually 7/10/2011 • page 17

  26. 7/10/2011 • page 25 7/10/2011 • page 25 The Structure Of Knowledge F A C T CONCEPT F A C T PRINCIPLES & GENERALIZATIONS FACT TOPIC F A C T F A C T CONCEPT F A C T F A C T

  27. 7/10/2011 • page 25 Concepts • Timeless • Universal • Transferable • Abstract and broad (to various degrees) • Examples share common attributes • Represented by 1-2 words

  28. Concept vs. Topic? • Find the bag of words on your table • Sort the words into 2 categories.

  29. Major Changes in the NC SS Essential Standards 7

  30. Integrating Information and Technology Skills Nan York Executive Director of Media and Technology Randolph County Schools

  31. 8/4/2011 • page 22 Unpacking the Essential Standards: The unpacking document... Identifies what a student must understand (Conceptual Knowledge) Concepts and Generalizations Identifies what a student must know (Factual Knowledge) Critical Content Identifies what a student must be able to do (Procedural Knowledge) Skills Not every clarifying objective will have this.

  32. Strands and Coding H–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy, C&G–Civics and Government, and C–Culture

  33. 8/4/2011 • page 22 Geography and Environmental Literacy Conceptual Knowledge Factual Knowledge Procedural Knowledge

  34. Jigsaw by Strand

  35. Gallery Walk – 15 minute Break • As you read each poster, use colored dots to denote the following: • Blue/Green Dot –Great Idea! • Red/Yellow Dot – I need this too!

  36. Vertical Progression • Highlight new concepts as they are introduced across the grades. • What are the implications if one grade level neglects this strand? • Reflect on your own teaching. How will you balance your teaching of each strand in the coming year?

  37. Vertical Progression • What are the implications if one grade level neglects this strand? • Reflect on your own teaching. How will you balance your teaching of each strand in the coming year?

  38. STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK

  39. .

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