CCRS Implementation Team #3 Quarterly Meeting Social Studies Session . state.al.us/ccrs
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CCRS Implementation Team #3 Quarterly Meeting Social Studies Session http://alex.state.al.us/ccrs/
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Transcript of CCRS Implementation Team #3 Quarterly Meeting Social Studies Session . state.al.us/ccrs
CCRS Implementation Team #3 Quarterly Meeting
Social Studies Session
http://alex.state.al.us/ccrs/
OUTCOMESParticipants 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.
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?
Analyze Dimensions III and IV of the EQuIP
RubricInstructional 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.
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.
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?
RECAP Strategies Used Today
1. Foldable2. T-Charts3. Close Read4. Mark the Text5. Concept Map6. RISC
Adopted 2010 ALABAMA COURSE OF STUDY:
SOCIAL STUDIES
http://alex.state.al.us/ccrs/
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: Goal of ALL students graduating college and career ready
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.
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.
SO WHAT SHOULD THE PREPARED GRADUATE LOOK LIKE?
SOCIAL STUDIES AND THE PREPARED GRADUATE
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.
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.
What Does A Responsible Citizen Look Like?
Informed and active
Aware of various levels of civic responsibility
A global perspective characterized by cultural diversity
A plan and prepared to succeed (PLAN 2020)
Alabama CCRS: Social Studies
Provides the framework
Identifies concepts,
information and progression
Helps achieve the goal of
student mastery of content
Contains minimum required content
Specifies the what students should know
and be able to do
National Council of Social Sciences (NCSS)
Conceptual Framework of Content Standards
GOALResponsible Citizenship
Economics
Geography
History
Civics and Government
Alabama CCRS and Our Course of Study Position Statements
DIRECTIONS1. 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 implications4. As a Whole Group a. Each group share your groups thinking. b. What are the implications to our work?
COMPONENTS OF 2010 REVISED
ALABAMA COURSE OF STUDY: SOCIAL
STUDIES
Components of the Revised Course of Study
WHAT ARE CONTENT STANDARDS?
Students will:Identify rights and responsibilities of citizens within the family, classroom,
school, and community. [Kindergarten—Content Standard 2]
Define what students should know and be able to do at the conclusion
of a course or grade
WHAT ARE BULLETS?
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
Denote content related to the standards and required for instruction. (Additional
minimum content)
Components of the Revised Course of Study
WHAT ARE EXAMPLES?
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
Components of the Revised Course of Study
Clarify components of content standards or bullets. They are illustrative but not exhaustive.
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]
E G H CG
Components of the Revised Course of Study
DON’T OVERLOOK MAP ICONS
11.14 Trace 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
Components of the Revised Course of Study
Content specifically related to Alabama history or geography
Differentiating Between Alabama Courses of Study: Social
Studies2004 and 2010 Documents
20042010
COMPARISON OF OLD AND NEW DOCUMENTS
2004 2010
Strands Economics, Geography, History, and Political Science
Economics, Geography, History, and Civics and Government
Content Composition No Change No Change
Content Revision K-2 on civic responsibility and social development through self, family, community, State, other people, worldGrade 3-beginning geography course;US History courses (Grades 5-6, Grades 10-11) divided at 1877
K-2 is on living and working together in families, communities, state and nation.
Grade 3-skills for students to organize information about people, places, and environments in a spatial contextUS History courses (Grades 5-6, Grades 9-10) divided at the Industrial Revolution
Map Icons K-7 and 10-12 Throughout the document
Electives and Appendices • Contemporary Issues, Psychology, Sociology, and World
• Alabama High School Graduation Requirements
• Guidelines and Suggestions for Local Time Requirements and Homework
• Contemporary Issues and Civic Engagement, Psychology, Sociology, and Human World Geography
• ACT/Quality Core Standards – U. S. History
• Literacy Standards for Grades 6-12: History/Social Studies, Science, and Technical Subjects
Grades K-2
Grades K-2Overview
Living and Working Together in Family and Community
Living and Working Together in Family, Community, and State
Living and Working Together in State and Nation
Grades 3-4
Grades 3-4Overview
Geographic and Historical Studies: People, Places, and Regions
Alabama Studies
Grades 5-6 and 10-11
Grades 5-6, 10-11Overview
United States Studies: Beginnings to the Industrial Revolution
United States Studies: Industrial Revolution to the Present
Grades 7—12
Grades 7-12 Overview
Geography
Civics
World HistoryUnited States History
Government and Economics
APPENDIX A Electives • Psychology• Sociology• Contemporary World Issues and
Civic Engagement• Human Geography
APPENDIX B ACT Course Standards – U.S. History
APPENDIX C
Literacy Standards For Grades 6-12: History/Social Studies, Science, And Technical
Subjects
APPENDIX D AL Graduation Requirements
APPENDIX E
Guidelines and Suggestions for Local Time Requirements and Homework
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
Grade 11Standard 1
ToGrade 10Standard
16
Coming Soon……..•Summer Sessions at Our Regional In-service Centers
•MEGA 2014 Sessions
