CCRS Implementation Team #3 Quarterly Meeting Social Studies Session

1. CCRS Implementation Team #3 Quarterly MeetingSocial Studies Session http://alex.state.al.us/ccrs/

2. Outcomes Participants Will: • Revisit Dimensions I & II of the EQuIP Rubric. • Analyze Dimensions III & IV of the EQuIP Rubric. • Identify instructional strategies that will incorporate literacy standards into content instruction. • Examine evidence of student learning. • Explore the 2010 Revised Alabama Social Studies Course of Study. • Differentiate between Alabama Courses of Study: Social Studies 2004 and 2010 Documents. • Prepare to share resources with district LEA team and colleagues.

3. Reflection on the EQuIP Rubric: Dimensions I and II Savings & Loan Protocol • What experiences have you had in applying the EQuIP Rubric? • How has your experience with the EQuIP Rubric impacted your planning process? • What tools have you found to be helpful in your planning process?

4. Analyze Dimensions III and IV of the EQuIP Rubric Instructional Supports and Assessment • Create a Hotdog Foldable with the headings. • Think of 5 words that describe each term. • Share, compare, and list the words you have in common with other group members. • Develop a common definition for each term: instructional supports and assessment.

5. INSTRUCTIONAL SUPPORTS Purposeful Planning for Strategies • Sort the instructional strategies into subcategories of the Literacy Standards. • Discuss how this technique would help in the purposeful selection of strategies and standards for instruction. • From those you sorted choose 1-3 strategies that you would like to incorporate in a lesson.

6. Examining Evidence of Student Learning Does the student work show mastery of (or toward) the standard? • Sort your student work samples into 3 stacks: “no”, “partial”, or “yes”. • What does this tell you about what your students know about the day’s lesson? • What does this tell you about the role strategies play in content instruction?

7. RECAP Strategies Used Today • Foldable • T-Charts • Close Read • Mark the Text • Concept Map • RISC

9. Adopted2010 ALABAMA COURSE OF STUDY: SOCIAL STUDIES http://alex.state.al.us/ccrs/

10. Remember Dr. Bice’s Five (5) Absolutes S: Teach to the Standards C: Through a clearly articulated and locally aligned curriculum R: Supported by resources A: Monitored through formative, interim, benchmark assessments G: Goalof ALL students graduating college and career ready

11. SO WHAT SHOULD THE PREPARED GRADUATE LOOK LIKE? Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.

12. SOCIAL STUDIES AND THE PREPARED GRADUATE

13. Promoting the Literacy Standards and Critical Thinking in the Social Studies These higher-order critical thinking skills developed and practiced through an integrated approach will create an informed, engaged, responsible citizenry able to: • Understand democratic values and principles including equality,fairness, working toward a common good; • Understand democratic processes and institutions such as laws,justice, representative democracy, civil discourse, and due process; • Practice reasoned decision-making by taking a position and defending it with supporting facts, accurate information, and reasoned conclusions; • Demonstrate participatory skills that include listening, speaking, and communicating through civil discourse, consensus-building, compromise, formal debate, and presentation of multiple perspectives; • Evaluate sources of information to identify bias, unbalanced perspective, and prejudice; • Become engaged, active citizens in the democratic process and the well-being of our national heritage.

14. Preparing All Students for College, Career and Citizenship: The Role of Social Studies In today’s education reform discussions we hear much at the national level about the need to prepare students for college and career. While it is vitally important to our nation’s future that every student be prepared to succeed in higher education and in the workforce, it is vital to the health and future of our democracy that our schools also prepare students for a lifetime of knowledgeable, engaged, and active citizenship.All teachers in all subject areas can work toward preparing students to become effective citizens.

15. What Does A Responsible Citizen Look Like? • A global perspective characterized by cultural diversity • A plan and prepared to succeed (PLAN 2020) • Informed and active • Aware of various levels of civic responsibility

16. Alabama CCRS: Social Studies

17. National Council of Social Sciences (NCSS)

18. Conceptual Framework of Content Standards GOAL Responsible Citizenship Geography Economics History Civics and Government

19. Alabama CCRS and Our Course of Study Position Statements DIRECTIONS Select 1 chunk of text per participant. a. Independently reflect on what your chunk means make connections with your work. b. Jot down your thinking on the back of your chunk. 2. In groups of 3-4, discuss with others unlike text chunks. a. Share your text chunk b. What insights are gained from the text chunk? Implications to your work? 3. Next, meet in groups that have the same “Position Statements” a. Reread the groups common text chunk as a group. b. Dialogue and chart insights and implications 4. As a Whole Group a. Each group share your groups thinking. b. What are the implications to our work?

20. COMPONENTS OF 2010 REVISED ALABAMA COURSE OF STUDY: SOCIAL STUDIES

21. Components of the Revised Course of Study WHAT ARE CONTENT STANDARDS? Define what students should know and be able to do at the conclusion of a course or grade Students will: Identify rights and responsibilities of citizens within the family, classroom, school, and community. [Kindergarten—Content Standard 2]

22. Components of the Revised Course of Study WHAT ARE BULLETS? Denote content related to the standards and required for instruction. (Additional minimum content) • Students will: • Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of latitude and longitude on maps and globes. [Third Grade—Content Standard 1] • Describing the use of geospatial technologies

23. Components of the Revised Course of Study WHAT ARE EXAMPLES? Clarify components of content standards or bullets. They are illustrative but not exhaustive. Students will: Describe key aspects of pre-Columbian cultures in the Americas including the Olmecs, Mayas, Aztecs, Incas, and North American tribes. (Eighth Grade—Standard 14) Examples: pyramids, wars among pre-Columbian people, religious rituals, irrigation, Iroquois Confederacy

24. Components of the Revised Course of Study WHAT’S THE CHANGE IN GRIDS? Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine. [Grade 10 – Standard 6]

25. Components of the Revised Course of Study DON’T OVERLOOK MAP ICONS 11.14Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. Alabama Map Icon Content specifically related to Alabama history or geography

26. Differentiating Between Alabama Courses of Study: Social Studies 2004 and 2010 Documents 2010 2004

28. Grades K-2

29. Grades 3-4

30. Grades 5-6 and 10-11

31. Grades 7—12 United States History Government and Economics

32. APPENDIX A • Electives • Psychology • Sociology • Contemporary World Issues and Civic Engagement • Human Geography

33. APPENDIX B ACT Course Standards – U.S. History APPENDIX C Literacy Standards For Grades 6-12: History/Social Studies, Science, And Technical Subjects

34. APPENDIX D AL Graduation Requirements APPENDIX E Guidelines and Suggestions for Local Time Requirements and Homework

35. Grade 11 Standard 1 • Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I. • Describing the impact of Manifest Destiny on the economic and technological development of the post-Civil War West, including mining, the cattle industry, and the transcontinental railroad • Identifying the changing role of the American farmer, including the establishment of the Granger movement and the Populist Party and agrarian rebellion over currency issues • Evaluating the Dawes Act for its effect on tribal identity, land ownership, and assimilation of American Indians between Reconstruction and World War I • Comparing population percentages, motives, and settlement patterns of immigrants from Asia, Africa, Europe, and Latin America, including the Chinese Immigration Act regarding immigration quotas • Interpreting the impact of change from workshop to factory on workers’ lives, including the New Industrial Age from 1870 to 1900, the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO), the Industrial Workers of the World (IWW), the Pullman Strike, the Haymarket Square Riot, and the impact of John D. Rockefeller, Andrew Carnegie, Samuel Gompers, Eugene V. Debs, A. Philip Randolph, and Thomas Alva Edison To Grade 10 Standard 16

36. Coming Soon…….. • Summer Sessions at Our Regional In-service Centers • MEGA 2014 Sessions