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Marlboro Central School District Marlboro, New York Sarah Santora

Bringing the Common Core to the Social Studies Classroom. Marlboro Central School District Marlboro, New York Sarah Santora. Social Studies in New York State. New York State Learning Standards for Social Studies were written in 1996. Standard 1: History of the United States and New York

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Marlboro Central School District Marlboro, New York Sarah Santora

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  1. Bringing the Common Core to the Social Studies Classroom Marlboro Central School DistrictMarlboro, New York Sarah Santora

  2. Social Studies in New York State • New York State Learning Standards for Social Studies were written in 1996. • Standard 1: History of the United States and New York • Standard 2: World History • Standard 3: Geography • Standard 4: Economics • Standard 5: Civics, Citizenship, and Government • Each Standard was written on a Elementary, Intermediate, and Commencement level. • Each level was broken down into Key Ideas, Performance Indicators, and Sample Tasks.

  3. Social Studies in New York State • Grades 9-12 are divided into a 5 courses that are all required for graduation • 2 year sequence in Global History and Geography • 1 year of United States History and Government • 1 semester of Economics • 1 semester of Participation in Government • Each has its own core curriculum from the state written in 1999. • Every student must pass two state regents exams in Social Studies • 1 at the end of the 2 years of Global • 1 at the end of the US • Currently there is more writing on these Social Studies exams then there is on the state regents in ELA • 12-15 Short Answer Questions • 2 Essays

  4. Common Core • Standards • 6 Shifts

  5. Addressing the Shifts Content Area Teachers can address the literacy shift by addressing the other shifts. Literacy Instruction in all Content Areas Content-area teachers emphasize reading and writing in their planning and instruction for teaching the content. Vocabulary Writing from Sources Text Based Answers Informational Texts How these are addressed by a content teacher may look different then how they are addressed by an ELA teacher.

  6. Vocabulary

  7. Three Tiers of Vocabulary Instruction • Tier 1: • words of everyday speech • Tier 2: • general academic words • Tier 3: • domain-specific words L6: Use academic and domain-specific language, at college and career levels

  8. Word of the Week • Weekly looping power point created by ELA or classroom teachers • Distributed to all grade-level teachers, technology personnel, and administration • Daily Announcements • Elementary & English teachers provide direct instruction & daily reinforcement • Content teachers & support staff • use & reinforce words

  9. Tier 2 Vocabulary • District-wide • Different word at each level: • K-2; 3-5; 6-8; 9-12 High School Sample: prodigious

  10. December 6th Objectives: Examine the Jackson Administration NYS Standard 1 – History of the US and NYS Warm up: What was the most prodigious accomplishment of Monroe’s presidency?

  11. September 13th Objectives: Create an activity for a content area classroom using Tier 2 Vocabulary Common Core State Standards English Language Arts Warm up: How would you perseverate the “Word of the Week” program in a content area class?

  12. Tier 3 Vocabulary • Vocabulary Assessment in each subject • Pre test and Post test

  13. Text Based Answers

  14. Constructed Response Questions W9: Use evidence from literary/informational texts to analyze, reflect, research W1: Write arguments to support claims in an analysis of substantive topics or texts using valid or relevent and sufficient evidence. Social Studies has been writing text based answers for years. CRQ’s are designed for students to examine primary sources and extrapolate information.

  15. Resources Beyond The Bubble http://beyondthebubble.stanford.edu/ Social Science Docket http://people.hofstra.edu/alan_j_singer/docket.html

  16. Writing from Sources

  17. Document Based Questions Again, Social Studies lends itself very easily to writing from sources. We have been teaching students how to complete DBQs for 15 years or longer. W1, W2, W4, W5, W6, W8, W9, R1, R3, R7, R9, L2, L6

  18. The Writing Process • Every DBQ or Thematic is taken through the writing process. • Time given in class to complete • Outlining – Graphic Organizer • Rough Draft – Paragraph Template • Final Copy – Computer Lab • Self Assessment – Rubric • Formula to calculate grade

  19. Graphic Organizer • Outline • Based on task

  20. Paragraph Template Rough Draft Topic Sentence (Claim) 1st idea Evidence (example) Connection Transition & 2nd idea Evidence (example) Connection Summary Sentence

  21. Final Copy, Self Assessment, and Grading • Computer Lab • Rubric • Formula

  22. Gradual Release of Independence I do it. We do it. You do it.

  23. Informational Text

  24. Informational Text • Non-fiction • Authentic text not textbook • Primary Sources • Legal documents, speeches, journals, articles, non-fiction books, etc. R10: Read and comprehend texts independently and proficiently R2: Determine central ideas; provide accurate summary

  25. Resources Non-fiction Books Speeches Legal Document www.engageny.org

  26. Can You Utilize Fictional Text? • Do to the shift from fiction to non-fiction text, there are some great literary works that today’s students may not get to experience. • So many of these works are rooted in history. • While Social Studies Teachers cannot be expected to teach full works of literature in their classrooms, there are things that can be done to give our students more exposure. Grapes of Wrath What other pieces of literature could we do this with in the Social Studies classroom?

  27. Unit Development

  28. How to create a CCSS Unit in Social Studies • Decide on your topic • Create a Unifying Theme or Essential Question • DesignActivities • Plan Timeline

  29. Timeline of Training and Implementation

  30. How Did We Get Here? • Fall 2011 – ½ Day Professional Development • All Science, Social Studies, and Foreign Language Teachers were given instruction on ELA Common Core Standards and how it effects their content from a professional outside of the district. • Winter 2011 – ½ Day Professional Development • Each one of the above content areas were pulled as a department for the afternoon. Substitutes covered the classes. Teachers examined their current activities and assignments to see what could still be used. They then worked collaboratively with a professional from outside of the district to develop Common Core Units.

  31. How Did We Get Here? • Spring 2012 – ½ Day Professional Development • Departments worked on their own to complete previously started Common Core Units or create new ones. • Fall 2012 – ½ Day Professional Development • Professional from outside the district came to work with the Social Studies and ELA Departments to examine how subjects could be blended and work together. • Spring 2013 – Teacher leaders in each department continuing to examine and explore the changes that need to be made and engaging their department members in discussions and brainstorming activities.

  32. Where Are We Going? • Frameworks • Social Studies Practices • Unifying Themes • Professional Development • Re-aligning curriculum • Re-designing activities

  33. QUESTIONS

  34. sarah.santora@marlboroschools.org

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