Common Core and Essential Standards 2011 Regional Summer Institutes Day 2 K-5 Social Studies
description
Transcript of Common Core and Essential Standards 2011 Regional Summer Institutes Day 2 K-5 Social Studies
Common Core and Essential Standards 2011 Regional Summer Institutes
Day 2
K-5 Social Studies
A Process For Developing Local Curricula
·Social Studies Essential Standards
·Common Core State Standards for Literacy in History/Social Studies
·Crosswalk Documents ·Unpacking Documents ·Learning Progressions ·Academic Vocabularies ·Graphic Organizers
State Level Work
Standards Student Achievement
·Unpacking ·Yearly Curriculum Option(s) ·Curriculum Units ·District Calendars ·Grade Level Terminologies
·USH1
·Etc.
District Level Work
·The District Level and School Level work may overlap. ·This will depend on the
organizational structure of the district and available resources.
Please Note: W
·Teacher Units ·Lesson Plans
·Rubrics ·Activities
·Teacher/classroom Materials/Resources
School Level Work
7/13/2011 • page 2
North Carolina Social Studies Essential Standards: Content Changes and Implications
5
Kindergarten – Fifth Grade ·Addition of Personal
Financial Literacy
·Addition of Environmental Literacy (HR Bill 2054)
·Integration of skills with content
·Increased focus on historical thinking at K-2
http://www.fotosearch.com/photos-images/social-studies.html
7/13/2011 • page 4
5
Kindergarten- Citizenship and Responsibility
“Learning how to inform civic action to more fully realize civic ideals is of major importance for the health of individuals, groups, the nation, and the world.”
--National Council for the Social Studies
2009 Essential Standards Survey Government and active citizenship need to be more relevant in the early grades.
http://www.fotosearch.com/photos-images/citizenship_2.html
5
First Grade-Culture & Diversity
“In the 21st Century young children must operate in a society that values respect for diversity.”
--National Association for the Education of Young Children
2009 Social Studies Essential Standards Survey Support a greater emphasis on cultures/diversity in lower grades.
6
9 9
Second Grade-Interdependence
Global Economy
Communities, families and societies depend upon one another in an interconnected world.
9
Third Grade- Geography
Partnership for 21st Century Skills and Geography
Supports a strong focus on geography and geography skills in elementary grades
8
9
Fourth Grade- N.C. History
2009 General Assembly House Bill 1032
·Yearlong instruction on N.C. History and geography in the elementary grades.
·4th Grade N.C. History: Pre-colonial through Reconstruction
Fifth Grade- U.S. History
• 5th Grade U.S. History: Pre-colonial through Reconstruction
1' Canada and Mexico have been removed to provide a more in depth study of the United States
http://www.fotosearch.com/photos-images/usa-map.html
10
North Carolina Social Studies Essential Standards: Curriculum Documents
The Instructional Toolkit
·Priority One Tools: – Crosswalks of 2006 & 2010 Standards
– Unpacked Content Documents ·Priority Two Tools:
– Sample Graphic Organizers
– Sample Learning Progressions ·Other Tools:
– Unpacking Documents for Electives
– Glossary of Essential Terminology
– Sample Units of Instruction
– Assessment Samples
Crosswalk Documents
7/13/2011 • page 13
Intended Use of Crosswalks
·To identify gaps in content (where something new may exist) ·To identify existing resources that can be repurposed ·To identify professional development needs based on new content areas
7/13/2011 • page 14
2006 NC Standard Course of Study
Essential Standard
2006 NC Standard Course of Study
Essential Standard
2006 NC Standard Course of Study
Essential Standard Essential Standard
Clarifying Objective
2.G.1
Use geographic representations, terms and technology to process information from a spatial perspective.
2.G.1.1
Interpret maps of the school and community that contain symbols, legends and cardinal directions.
2.G.1.2
Interpret the meaning of symbols and the location of physical and human features on a map (cities, railroads, highways, countries, continents, oceans, etc.).
Objective Comments
Strand
Geography and
Environmental
Literacy
5.05
Interpret maps, charts, and pictures of locations.
5.02
Describe the role of a geographer and apply geographic tools, such as maps, globes, compasses and photographs, in the understanding of locations and characteristics of places and regions.
5.03
Compare and contrast the physical features of
communities and regions.
2006 NC Standard Course of Study
Essential Standard
2006 NC Standard Course of Study
Essential Standard
2010 Essential Standard
Clarifying Objective Objective Comments 41.1 Und.erstand how a market econo nry impacts life in North. Carolina.
4.E.1.1 Understand the basic concepts of a market economy: supply: demand, scarcity, productivity: and entrepreneurship.
6.01Explain the relationthip between unlimited wants and limited resources.
6.02Analpe the choices and opportimity cost involved in ezonoluic decisions.
6.07Describe the ways North Carolina specializes in economic activity and the relationship between specialization and interdependence_
4.E.1 .2 Undentand how -carcity and choice in a market economy impacts business decisions.
(3'd grade) 5.02Explain the impact of scarcity on the production, distribution and consumption of goods and services_
4.E.1 .3 Analyze the historical and contemporary role that major North Carolina industries have played in the state_ nation and world_
4.E.1 .4 Explain the impact of entrepreneurship on the economy of North Carolina.
fac .771" ACRE
Accountability and Curriculum Reform Effort in Response to A Framework For Change
Unpacking Documents
7/13/2011 • page 18
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
History Essential Standard:
1.H.1 Understand that history tells a story of how people and events changed society over time.
Concept(s): Change
Clarifying Objectives Unpacking
What does this standard mean a student will understand, know and be able to do?
1.H.1.1 Explain how and why neighborhoods and communities change over time.
The student will understand: Economic, political, geographic and cultural dynamics cause neighborhoods and communities to
change over time.
For example: need for more residential space, desire for parks and recreational areas,
economic development, movement of people, goods and ideas, change in leadership, civic participation.
The student will know: Neighborhoods are people who live near one another Communities are a group of people living in the same locality; the district or locality in which
groups of people live.
For example: A neighborhood is geographic and communities are a group of people who are bound or united by commonalities, such as values, beliefs, religion, etc.
That culture is learned or shared patterns of thought and behavior characteristics of a given population.
Economic factors that cause change (e.g., elections, change in leadership, policies and laws, citizen participation).
Geographic factors that cause change (e.g., highways being constructed). Cultural factors that cause change (e.g., immigration and migration).
7/13/2011 • page 20
7/13/2011 • page 22
Geography and Environmental Literacy
Essential Standard:
K.G.1 Use geographic representations and terms to describe surroundings. Concept(s): Physical features, Geographic locations
Clarifying Objectives Unpacking
What does this standard mean a student will understand, know and be able to do? K.G.1.1 Use maps to locate places in The student will know: the classroom, school and home. ·There are specific features of a map that help us understand physical space (e.g., title, legend,
symbols, and compass rose).
·How to use a map (e.g., paper and digital form).
·A map is a representation of a real life place.
·How to properly use geographic terminology such as place, map, directions, etc.
The student will be able to do:
·Apply their knowledge of maps and other geographic tools to locate specific places.
For example, students could use a map of the classroom to locate a desk in the classroom, a map of the school to locate the library at school, a map of your home to locate your bedroom at home, etc.
·Draw a simple classroom, school, or home map.
·Demonstrate the knowledge of the visual description and location of the classroom, school, and home.
For example: student names particular features represented on the map, such as teacher’s desk, reading corner, etc.
·How to identify and point to the four cardinal directions (e.g., north, south, east, and west).
7/13/2011 • page 21
7/13/2011 • page 22
CONCEPT CONCEPT
For Example:
3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions, community, state, nation and world.
“Essential Understanding” / Generalization / “Big Idea”:
The student will understand that:
The physical and human geography of a place contributes to the identity of a region, community, state, nation or the world.
PRINCIPLES & GENERALIZATIONS
Clarifying Objective:
TOPIC
F F F F F F F
A A A A A A A C C C C C C C T T T T T T T
7/13/2011 • page 22
Activity: From Concepts to Generalizations
PRINCIPLES & GENERALIZATIONS
CONCEPT
CONCEPT
4.H.1.3
Explain how people, events, and developments brought about changes to communities in various regions in North Carolina.
TOPIC
F F F F F F F
A A A A A A A C C C C C C C T T T T T T T
What are the concepts that you would teach from this standard? From the concepts, write a generalization or essential understanding.
23
Unpacking Activity
·Identify the concepts in the essential standard and clarifying objective
·Use the concepts to form generalized statements of what students should understand
·Identify specific factual content that students should know in order to reach an understanding
Clarifying Objectives Unpacking What does this standard mean a student will know, understand and be able to do?
K.C&G.1.2 Explain why citizens obey rules in the classroom, school, home and neighborhood.
The student will understand:
The student will know:
The student will be able to do:
Essential Standard: K.C&G.1 Understand the roles of a citizen.
Concept(s): Citizenship
Clarifying Objectives Unpacking What does this standard mean a student will know, understand and be able to do?
3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.
The student will know:
The student will be able to do:
The student will understand:
Essential Standard 3.C&G.2 Understand how citizens participate in their communities.
Concept(s): Citizenship
Look At How K.C&G.1.2 And 3.C&G.2.1 Have Been Unpacked
7/13/2011 • page 27
Social Studies Essential Standards: Unit Development
Possibilities of Unit Development with Integrated Approach
7/13/2011 • page 29 http://www.jigsawplanet.com/?rc=play&pid=0e9011bef5ce
7/13/2011 • page 31
A Process For Developing Local Curricula
·Social Studies Essential Standards
·Common Core State Standards for Literacy in History/Social Studies
·Crosswalk Documents ·Unpacking Documents ·Learning Progressions ·Academic Vocabularies ·Graphic Organizers
State Level Work
Standards Student Achievement
·Unpacking ·Yearly Curriculum Option(s) ·Curriculum Units ·District Calendars ·Grade Level Terminologies
·USH1
·Etc.
District Level Work
·The District Level and School Level Work May Overlap. ·This will depend on the
organizational Structure of the district and available resources.
Please Note: W
·Teacher Units ·Lesson Plans
·Rubrics ·Activities
·Teacher/classroom Materials/Resources
School Level Work
7/13/2011 • page 30
7/13/2011 • page 31
Organizing Curriculum As Units Of Instruction
Step 1: Start with the Essential Standards. Step 2: Create an outline of units you may teach for the entire
year. Step 3: Deconstruct the Essential Standards and the Clarifying
Objectives. Step 4: Create a Concept/Content web. Step 5: Write understandings/generalizations
It’s A Process!
7/13/2011 • page 31
ORGANIZING CURRICULUM AS UNITS OF INSTRUCTION
Step 1: Identify the state standards for the grade level or course for which you will develop curriculum
N.C. HISTORY ESSENTIAL STANDARDS
7/13/2011 • page 32
YEARLY PLAN OUTLINES Grade level/Course:
Unit
Unit Title
NCSCOS
Clarifying Objectives
Major Concepts
3 to 4 units for grades K-3 4 to 6 units for grades 4-6 5 to 8 units for grades 7-12
Step 2: Create an outline of units you may teach for the entire year.
Unit Clarifying Objectives
Major Concepts Unit Title
Activity Grade level/Course:
8
7/13/2011 • page 34
1
2
3
4
5
6
7
7/13/2011 • page 36
SAMPLE YEARLY PLAN OUTLINES Grade level/Course: Third Grade
Unit Unit Title Clarifying Objectives
Concepts
Needs and Wants, Scarcity, Supply and Demand, Citizenship, Community Roles
Place, Region, Location, Movement, Physical Environment, Human Environment Interaction
Citizenship, Rules of Law, Political System, Power
Language, Culture, Ethnicity, Diversity, Values & Beliefs, Society, Religion, Continuity and Change
How Do We Meet Our Basic Needs?
3.C&G.2.1, 3.C&G.2.2, 3.G.1.1, 3.G.1.3, 3.E.1.1, 3.E.1.2
Where in the World are You?
3.G.1.1, 3.G.1.3, 3.G.1.5, 3.H.1.2, 3.C.1.1,
3.G.1.2, 3.G.1.4, 3.H.1.1, 3.H.1.3, 3.C.1.2
Understanding Your Local Government
3.C&G.1.1, 3.C&G.1.2, 3.C&G.1.3, 3.C&G.2.1, 3.H.1.1, 3.H.1.2, 3.H.1.3
Variety Is the Spice of Life
3.H.1.1, 3.H.2.2, 3.H.2.1,
3.H.1.2, 3.H.1.3, 3.C.1.1,
3.C.1.2
1
2
3
4
7/13/2011 • page 36
U Step 3: Deconstruct the standards to pinpoint the types of knowledge students are expected to learn {topics, concepts, and skills} as well as the intended cognitive process.
STATE STANDARDS
The Student will: Construct charts, graphs, and historical narratives to explain particular events or issues
Construct (produce from scratch)
VERB OBJECT (topics, concepts, &
skills) ·charts ·graphs
·historical narratives
·causes and effects of events or issues through time
Factual & Conceptual {terminology, details, & generalizations}
Procedural {knowledge of techniques and methods}
TYPE OF KNOWLEDGE
7/13/2011 • page 36
CRITICAL CONTENT/CONCEPT WEB
CIVICS & GOVERNMENT
GEOGRAPHY & ENVIRONMENTAL
LITERACY
CULTURE
HISTORY
ECONOMICS & FINANCIAL
LITERACY
OTHER SUBJECT AREAS
umi:ey Eurritaw4 %Ow Mon as Rwe.r... 16 .4 AirMat* F Mary
143444:4 Ge 4444 T.4.1.0 AA • 1+14... imm. NZ ■;=.—
SAMPLE Step 4
Economics ·Wants and needs ·Supply and demand ·Scarcity ·Goods and services ·Division of labor
Geography & Environmental Literacy ·Location ·Geography terminology
Guidance ·Problem solving ·Compromise ·Collaboration ·cooperation
Citizenship ·Community roles ·Civic leadership ·Rules and laws ·Character traits
Technology ·Word processing ·Communication ·Internet ·Calculators ·Smartboards
Unit Title
HOW DO YOU MEET YOUR BASIC NEEDS
Third Grade
Math ·Number sense ·Coordinate
grids ·Data collection
7/13/2011 • page 38
Language Arts ·Reading ·Speaking ·Writing ·Research
Culture Geography History Economics/
Personal Financial
Literacy
Civics and Government
PlaceRegionLocationMoveme
ntHuman-
Environment Interaction
Physical Environment
Landforms
Water forms
Geographic
Patterns
Settlement
Patterns
Civilization
Migrat ion
Rel ig ion
Language
Ethnicity
S o c i et y
Civilization
C u l t ur e
Diversity
Values &
Beliefs
Needs/Wants
ScarcityRe s o u rc
e sCostsStandard
of Living
Market economy
MarketsTradeExchangeSupply
and Demand
PoliticsLimited Government
Cit izenship
Rule of Law
Political Action
Political System
National Identity
Individual Rights
PowerFreedom
ChangeContinui
tyPatternsConflictCooperati
onRevolutio
nLeadershi
pInvasionConque
stColonialis
mWarNational Identity
Imperialism
39
1.Diverse groups contribute to cultural, social, economic and political development of a nation.
2.Cultural expressions can reveal the values, lifestyles, beliefs and struggles of diverse ethnic groups.
History: 3.Certain times and conditions can encourage the
development of leadership in individuals. 4.The rights of groups within a democratic society can
change over time.
Geography: 5.Physical environment affects settlement patterns. 6.Physical environment can determine the way that people
meet basic needs like food and shelter.
Government/Civics: 7.Governments are structured to address the basic
needs of the people. 8.A nation’s founding documents reflect its principles.
transfer
Society Change
Political System
Competition
Relationship Among Concepts that
Culture
Resources
Technology
Needs
Conflict
Competition
Resources
Enduring Understandings (Generalizations) Lessons of Social Studies, Statements of Thought Culture:
7/13/2011 • page 44
Remember: It’s A Process For Developing Local Curricula
Standards Student Achievement
State Level Work School Level Work District Level Work
·Social Studies Essential Standards
·Common Core State Standards for Literacy in History/Social Studies
·Crosswalk Documents ·Unpacking Documents ·Learning Progressions ·Academic Vocabularies ·Graphic Organizers
·Teacher Units ·Unpacking
·Yearly Curriculum Option(s) ·Curriculum Units ·District Calendars ·Grade Level/Terminologies
·USH1
·Lesson Plans ·Rubrics ·Activities
·Teacher/classroom Materials/Resources Please Note: W
·Etc. ·The District Level and School Level Work May Overlap. ·This will depend on the
organizational Structure of the district and available resources.
7/13/2011 • page 41
7/13/2011 • page 44
7/13/2011 • page 44
Social Studies Consultants: Interim Section Chief
K-12 Social Studies & Middle Grades Fay Gore [email protected]
Elementary
Jolene Ethridge [email protected]
Middle Grades Jennifer Ricks [email protected]
High School Dalton Edwards [email protected]
Michelle McLaughlin [email protected]
Educator Recruitment and Development: Regional Professional Development Leads Frances Harris-Burke (Region 5) frances.harrisburke.dpi.nc.gov
Gregory McKnight (Region 3) [email protected]
Instructional Technology: Instructional Technology Consultant Gail Holmes (Region 5) [email protected]
7/13/2011 • page 43