Rollout Training Social Studies

1. Rollout TrainingSocial Studies Dr. Bill Cranshaw Social Studies Program Manager Georgia Department of Education

2. Items of Interest • Court of Appeals Oratorical Competition • VFW Scholarship competition • Bill of Rights Institute • Constitution Day material • LRE info • Looking to develop Law Honor society • APS magnet school, Law & Justice • The 9-12 smooth GPS are posted • 8th grade new standard

3. Social Studies Web page • Developing web page • Access through the C&I page • Expect up in 4-6 weeks • Info • Quick access to georgiastandards • Calendar, training and other things • News, info, links • Contact info • What else would you like to see?

4. Agenda & Goal • Agenda • Training overview of Year 1 • Day 1 detail • Social Studies curriculum map template • Goal • Prepared for rollout training • Input on training • Discuss DOE requirements for DOE sample frameworks

5. Registration • Registration procedures • System decision who does registration • Can be teacher, coordinator, principal, etc • For more than 3 per focus contact Marcia Mayo • Open georgiastandards.org • On home page top right, click training • Will take you to following page

6. Registration access

7. Select desired training

8. After selecting desired training screen Will look the same. You must scroll down To access the training locations Click to register

9. Training Overview: Year 1 • Day 1 Curriculum Mapping • Curriculum familiarity/Rigor and Relevance • Developing unit overviews • Day 2 Unit building/Balanced Assessment • Morning, unit themes, EU’s &EQ’s • Afternoon, developing balanced assessment plan • Day 3 Performance Task development • Developing and writing performance tasks • Rubrics • Day 4 Instructional Strategies • Teaching for understanding • Rigor & Relevance

10. Training Specifics • Two focus groups • World (Bill), 6,7,World History & Geography • US (Chris), 8, US History, Am Gov’t & Econ • Training differences • None • Information is the same in both • If you are doing training, only need to attend one session • Can attend twice • Only difference is examples and product

11. Training Specifics • 8:30-3:30 • Need to be there for entire time • Lunch & coffee on own • Who attends? • Recommended for each focus group • 1 middle, 1 high • 3rd your choice, admin, spec ed, coordinator • Best if can send same people for each day • Structure builds from day to day • Change participants loose continuity

12. Training Materials • Books to be provided participants • How Students Learn History in the Classroom • Curriculum Standards in Social Studies (NCSS) • Social Studies and the World (NCSS) • A Link to the Past: Engaging Students in the Study of History (may be late) (NCSS) • Building a US History curriculum (NCHE) • Building a World History curriculum (NCHE)

13. Training Materials • CD • Info on conducting redelivery • Annotated copy of PowerPoint • PowerPoint • Standards (K-12) • Paper copy • Annotated PowerPoint • Standards (K-12) • ETTC • On-line training • Provide training for new teachers • Way to review, or conduct redelivery • Estimated cost $8.00/teacher for Days 1-4

14. Day 1 Training • Knowledgeable of the Social Studies GPS • Explain of the ladder aspect of the Social Studies GPS • Familiar with Standards Based Educational Model • Explain relationship of conceptual teaching to GPS • Understand and be able to use the Social Studies Curriculum Map template • Grouping standards by themes/ideas (unit focus) • Unit connecting themes • Unit specific themes • Develop rough draft Curriculum Map

15. Day 1 Training • Part I: Intro • Redelivery expectations • Standards Based Educational Plan • Part II: Overview of Social Studies GPS • Two activities • Exploring GPS • Vertical alignment • Discussion of difference between QCC & GPS

16. Day 1 Training • Part III: Conceptual Teaching and Learning • Importance of • Relationship to learning • 3 Principles of • Completes the morning session

17. Day 1 Training • Part IV: Unit Design (all afternoon) • Discussion of unit composition and importance in Social Studies GPS • Overview of unit design template • Unit connecting themes • Unit specific themes • Major emphasis, develop a rough draft • Examples will be available

18. DESIGNING UNITS forSOCIAL STUDIES GPS Developing the Curriculum Map

19. DOE requirements • Framework • Complete year of instruction • Extremely detailed • Units • Complete be able to take off shelf and teach • Multiple for each topic/grade • Performance tasks • Multiple for each standard • Goal is performance tasks to be as real world related and as challenging as possible • Can be differentiated

20. Unit Design • A unit is the overall organizing component of the curriculum • Unit is identified by themes or concepts • More than one theme or concept in a standard • More than one standard in unit • Are no correct themes or concepts • Unit provides students with themes or concepts upon which to hang the knowledge and skills required by curricular objectives • Scaffolding • Schema theory • A unit is not a standard, a standard is not a unit

21. Standards: Standards: Standards: Standards: Unit One focus: Unit Four focus: Unit Two focus: Unit Three focus: UNIT CONNECTION THEME Unit Specific Theme Unit Specific Theme Unit Specific Theme UNIT CONNECTIONS THEME UNIT CONNECTION THEME Unit Specific Theme Unit Specific Theme Unit Specific Theme UNIT CONNECTION 2 : UNIT CONNECTION THEME Unit Specific Theme Unit Specific Theme Unit Specific Theme UNIT CONNECTIONS THEME UNIT CONNECTION THEME Unit Specific Theme Unit Specific Theme Unit Specific Theme UNIT CONNECTION 2 The Social Studies Unit Design Template Stage 1: Course Planning Middle/High School: Curriculum Map— Grade/Course:

22. Unit Connecting Themes • The key to Social Studies Performance Standards is the use of themes that provide connections between units. • Themes or broad concepts • Provides schema for students to organize knowledge. • Links previous knowledge with new knowledge. • Ideas that go beyond the standards • Provide connection between grade levels and domains • Examples • Migration/Movement • Time, Change, and Continuity

23. Unit Specific Themes • Themes taken from the standards or elements • Topics related to that unit • Movement/Migration (unit connecting theme) • Territorial growth • Westward population growth • Transportation • Not a list of knowledge from the standards and elements • Movement • Northwest Ordinance • Louisiana Purchase

24. Standards: 1-5 Standards: 6-10, 11b Standards: 11-14, 16b, 17-18 Standards: 14-16a, c, d, 19-20 Unit One focus: Creation of our Nation Unit Four focus: World Power Unit Two focus: A Divided Nation Unit Three focus: Expansion and Reform Movement -Colonization -Physical Migration ∙Free ∙Forced -Importing of Intellectual Ideals Social & Political Interactions -Key Documents -Colonial Governments -National Governments Conflict & Compromise -European/Native American conflict -Revolution -Constitutional Process Conflict & Compromise -World Wars/Regional Conflicts -Cold War Social & Political Interactions -Expansion of the Federal Government -Changing Women’s Roles -Reaction to Threats to Democracy Trade, Industry, & Technology -Development of the Media -Demands on Industrial Productivity -Technological Advancements Cultural Variation -Cultural Transitions and Developments -Differing War-time -Views of Ethnic Groups Globalization -Post-War Policies -International Relations Movement -Territorial Growth -Transportation Social & Political Interactions -National Identity -Reconstruction -Reform -Changing Roles of the Branches of Government Conflict & Compromise -War -Sectionalism vs. Nationalism Trade, Industry, and Technology -Industrial Revolution -Agrarian vs. Industrial Movement -Immigration -Westward Migration -Imperialism Conflict & Compromise -Western Conflicts -Populist Movement Social & Political Interactions -Reform -Changing Role of Government Cultural Variation -Assimilation -Reaction to Immigration Trade, Industry, & Technology -Industrialization -Economic Reform -Causes and Effects of Great Depression Step A: Course Planning Map—Grade/Course: US History (Block Schedule Pacing)

25. Step A: Course Planning Map—Grade/Course:World History Standards: SSWH 1,2,3,6a, 8 Standards: SSWH 4,5,6b-d ,7, 12 Standards: SSWH 9,10,11,13,14 Standards: SSWH 15-21 Unit One focus: Rise of Civilizations in Mesopotamia, Africa India, China, and Meso-America Unit Four focus: The Interconnected World: transactions through globalization Unit Two focus: Empires & Kingdoms: Growth and expansion Unit Three focus: Emergence of Modern World through social, political and economic changes How civilizations develop The need for societies Common characteristics (what makes a civilization?) Unique civilizations Impact of influential individual Characteristics of various cultures Religious development and influence Writing and language Movement Why trade developed Consequences of trade Power, authority, & governance Development of government Relationship of religion and political authority Characteristics of various cultures Global effect of war on society Movement Industrialism and the supply of natural resources Ethnic conflicts Conflict & Compromise Wars, conflicts and their global impacts Treaties and their impact Terrorism and its worldwide effects Change, Continuity Global and economic organizations and its connections Global impact of Imperialism and Nationalism Changing role of women in political and economic affairs Consequences of Holocaust Power, Authority & Governance Influence of foreign domination Characteristics of various cultures Role of women Diffusion of religious beliefs Acculturation of religion, law, and the arts Movement Development and expansion of trade networks Interaction among empires Conflict and Compromise Rise and fall of civilizations Power, Authority, & Governance Political diffusion among empires Political, economic, and social structure of empires Characteristics of various cultures Renaissance, reformation, humanism Influential people Movement Impact of exploration and expansion Influence of technologicalinnovation Conflict & Compromise Consequences of revolutions and rebellions Political and social changes Change, Continuity Contributions of artists and scientists Power, Authority & Governance Enlightenment (questioning ideology) Mercantilism

26. Elaborated Unit Focus: History Geography Civics/Government Economics: Stage 1: Course Planning: Unit Specific Plan/Map—Grade/Course:__________ Unit _

27. ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS Enduring Understanding Essential Question Enduring Understandings and Essential Questions

28. Enduring Understandings • Statements that explain, expand the unit connecting themes for students, parents, administrators. • Have lasting value beyond classroom • Central to discipline • Transferable to new situations • 2-3 probably best per unit • Students will understand that movement/migration of people into an area has an impact on all facets of life, political, social, and economic.

29. Essential Questions • Two types, broad and specific • Broad • Reflect important issues, problems, and debates in domain • Usually don’t have a single answer • Unit specific • Can be answered after a period of instruction • Usually have an answer

30. Stage 2: Determine Appropriate Assessments Grade Level/Subject_________________ Unit One Focus:________________ Sample Culminating Performance Task(s) For Unit ____

31. Stage 3: Teaching Strategies: Sequence of Instructional Strategies Sample Teacher activities Sample student centered activities Sample list of resources for this unit

32. Future plans • Meetings after each training cycle • Oct 24 ’06 • Jan 26 ‘07 • Apr 24 ’07 • Run 9:30am – noon • Review comments on previous training and overview of next training