Common Core, Common Citizens Teaching Citizenship Using the Elementary Essential Standards and...
34
Common Core, Common Citizens Teaching Citizenship Using the Elementary Essential Standards and Common Core
-
Upload
morris-norman -
Category
Documents
-
view
223 -
download
0
Transcript of Common Core, Common Citizens Teaching Citizenship Using the Elementary Essential Standards and...
Common Core, Common Citizens
Teaching Citizenship Using the Elementary Essential Standards and Common Core
NCDPI K-12 Social Studies Team:
Section ChiefFay [email protected]
Program AssistantBernadette [email protected]
K-12 ConsultantAnn [email protected]
K-12 ConsultantSteve [email protected]
K-12 ConsultantMichelle [email protected]
K-12 ConsultantJustyn [email protected]
http://ssnces.ncdpi.wikispaces.net/
Objectives
• The importance of citizenship
• Teaching about citizenship
• Essential Standards and Common Core
• Resources
Why Does Citizenship Matter?
• “But the United States and its democracy are constantly evolving and in continuous need of citizens who can adapt its enduring traditions and values to meet changing circumstances. Meeting that need is the mission of the social studies.” (NCSS, 2010)
The Civic Responsibility• Preparing students to become active
citizens should begin as early as Kindergarten!
• Outside of parents, YOU are going to the be the first ones to teach little ones about good citizenship!
Character Education • At its core, global
citizenship relies and builds upon character education!
• What you are doing in your classrooms in the pursuit of creating students of good character already contributes to developing strong national and global citizens!
How do you address it?
• What issues, problems, or concerns have you had concerning citizenship education?
The Essential Standards on Citizenship
• Citizenship education infused throughout the standards!
• Standards address both national and global citizenship if considered through a civic lens!
Concepts are… Timeless
Universal
Transferable
Abstract and broad (to various degrees)
Examples share common attributes
Represented by 1-2 words
Example Civic Concepts
• Responsibility
• Rights
• Citizenship
• Government
• Identity
• Freedom
• Authority
• Rule of Law
• Regulation
• Consequence
The Standards
• Kindergarten
• First Grade
• Second Grade
• Third Grade
• Fourth Grade
• Fifth Grade
Open your own standards! Which ones might reflect civic concepts?
Brainstorm!• With a colleague, look at the provided
standards/objectives for the grade level of your choice that could be used in a unit or lesson on national and global citizenship.
• What sorts of concepts relating to national or global citizenship would you be able to teach using the given standards?
Ideas
• Looking at the standards and the concepts that you came up with, work with colleagues to address the following question: How might you teach towards the concepts and standards in order to help students become active and engaged citizens?
Share Out
• So what ideas did we come up with? Select one or two ideas to share with the room!
Connecting the Essential Standards to Common Core Anchor Standards
• Expectations of Common Core are integrated into Essential Standards as written
• For example:
– Focus on primary and secondary texts.
– Historical thinking and disciplinary literacy
Literature and Texts!
• NCSS offers a number of trade books relating to citizenship
• NCSS Trade Bookshttp://www.socialstudies.org/resources/notable
Walk Through
• Essential Standards and Common Core for books
• GRACE FOR PRESIDENT
• http://kristenremenar.com/grace-for-president/
Grace for President
• Can be connected to many different areas and grade levels of Essential Standards and Common Core
• Reading, Writing, and Speaking!
Summary
• Look at all the presidents that we have had!
– What’s missing????
• A woman!
• When Grace realizes this, she decides that SHE will be president of the school!
• As you watch the video, reflect on connections to the Essential Standards and to Common Core
ES Connections
• Kindergarten– K.H.1.1: Explain how people change over time (self and others)
– K.G.1.1: Use maps to locate places in the classroom, school, and home
– K.C&G.1.1: Exemplify positive relationships through fair play and friendship
– K.C&G.1.2: Explain why citizens obey rules in the classroom, school, home, and neighborhood
– K.C.1.1: explain similarities in self and others
ES Connections• First Grade
– 1.H.1.3: Explain why national holidays are celebrated.
– 1.G.1.3 Understand the basic elements of geographic representations using maps
– 1.C&G.1.1: Explain why rules are needed in the home, school, and community
– 1.C&G.1.2: Classify the roles of authority figures in the home, school, and community
– 1.C&G.1.3: Summarize various ways in which conflicts could be resolved in homes, schools, classrooms, and communities
ES Connections
• Second Grade– 2.H.1.1: Use timelines to show sequencing of events.
– 2.H.1.2: Identify contributions of historical figures through various genres
– 2.G.1.2: Interpret the meaning of symbols and the location of physical and human features on a map.
– 2.C&G.1.1: Explain government services and their value to the community
– 2.C&G.1.2: Explain how governments establish order, provide security and create laws to manage conflict
– 2.C.1.2: Recognize the key historical figures and events that are associated with various cultural traditions
– 2.C.1.3: Exemplify respect and appropriate social skills needed for working with diverse groups.
ES Connections
• Third Grade– 3.H.1.2: Analyze the impact of contributions made by diverse historical figures in local
communities and regions over time
– 3.H.2.1: Explain change over time through historical narratives
– 3.G.1.5: Summarize the elements (cultural, demographic, economic, and geographic) that define regions, community, state, nation, and world
– 3.G.1.6: Compare various regions according to their characteristics
– 3.C&G.1.3: Understand the three branches of government, with an emphasis on local government.
– 3.C&G.2.1: Exemplify how citizens contribute politically, socially, and economically to their community.
– 3.C&G.2.3: Apply skills in civic engagement and public discourse.
–
ES Connections
• Fourth Grade• 4.G.1.4: Explain the impact of technology on North Carolina’s citizens, past and
present
• 4.C&G.1.2: Compare the roles and responsibilities of state elected leaders.
• 4.C&G.2.2: Give examples of rights and responsibilities of citizens according to the North Carolina Constitution.
ES Connections
• Fifth Grade• 5.G.1.3: Exemplify how technological advances (communication, transportation, and agriculture) have allowed people to
overcome geographic limitations.
• 5.C&G.1.2: Summarize the organizational structures and powers of the United States government.
• 5.C&G.1.3: Analyze historical documents that shaped the foundation of the United States government.
• 5.C&G.2.1: Understand the values and principles of a democratic republic.
• 5.C&G.2.2: Analyze the rights and responsibilities of United States citizens in relation to the concept of “common good” according to the United States Constitution.
• 5.C&G.2.3: Exemplify ways in which the rights, responsibilities, and privileges of citizens are protected under the United States Constitution.
• 5.C&G.2.4: Explain why civic participation is important in the United States.
• 5.C.1.4: Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms) reflect the lifestyles, beliefs, and struggles of diverse ethnic groups.
Collaboration Time
• Based on what we have seen and heard, how might you align ‘Grace for President’ with the elementary Common Core Standards?
• Reading
• Writing
• Speaking
Third Grade Example: Reading
• Reading: Describe how Grace exemplifies good citizenship and contributes to her own win (RL.3.3)
Third Grade Example: Speaking
• Speaking: Collaborative discussions centering around elections of a class president, details of the story; speech/campaign about being president (SL.3.1)
Third Grade Example: Writing
• Writing: Why should Grace (or I, or someone else) be president of the class? (W.3.1)
Resources
• North Carolina Social Studies Wiki: http://ssnces.ncdpi.wikispaces.net/
• National Council of the Social Studieshttp://www.socialstudies.org/
• NCSS Trade Bookshttp://www.socialstudies.org/resources/notable
• Assessment Sampleshttp://ssnces.ncdpi.wikispaces.net/Assessment+Samples+%26+Assessment+Information
Additional Resources
• http://smithsonianeducation.org/
• http://www.fordham.edu/halsall/
• http://free.ed.gov/index.cfm
• http://publications.newberry.org/k12maps/
• https://www.cia.gov/library/publications/the-world-factbook/
• http://www.civics.unc.edu/resources/intro.php
• http://avalon.law.yale.edu/default.asp
• http://edsitement.neh.gov/
Math and Science Partnerships
• MSP 2013-2014– RFP published September 3, 2013– Intent to apply due: September 30, 2013– Full proposals due: November 30, 2013
For more information contact:Beverly G. Vance, Science Section Chief
Division of Curriculum and InstructionNorth Carolina Department of Public Instruction
