Common Core, Common Citizens

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Common Core, Common Citizens Teaching Citizenship Using the Elementary Essential Standards and Common Core

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Common Core, Common Citizens. Teaching Citizenship Using the Elementary Essential Standards and Common Core. NCDPI K-12 Social Studies Team: Section Chief Fay Gore [email protected] Program Assistant Bernadette Cole [email protected] K-12 Consultant Ann Carlock - PowerPoint PPT Presentation

Transcript of Common Core, Common Citizens

  • 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]

  • ObjectivesThe importance of citizenshipTeaching about citizenshipEssential Standards and Common CoreResources

  • 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 ResponsibilityPreparing 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 CitizenshipCitizenship education infused throughout the standards! Standards address both national and global citizenship if considered through a civic lens!

  • Concepts areTimelessUniversalTransferableAbstract and broad (to various degrees)Examples share common attributesRepresented by 1-2 words

  • Example Civic ConceptsResponsibilityRightsCitizenshipGovernmentIdentityFreedomAuthorityRule of LawRegulationConsequence

  • The StandardsKindergartenFirst GradeSecond GradeThird GradeFourth GradeFifth GradeOpen 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?

  • IdeasLooking 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 OutSo 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 StandardsExpectations of Common Core are integrated into Essential Standards as writtenFor example:Focus on primary and secondary texts.Historical thinking and disciplinary literacy

  • Literature and Texts! NCSS offers a number of trade books relating to citizenshipNCSS Trade Books

  • Walk ThroughEssential Standards and Common Core for booksGRACE FOR PRESIDENT

  • Grace for PresidentCan be connected to many different areas and grade levels of Essential Standards and Common CoreReading, Writing, and Speaking!

  • SummaryLook at all the presidents that we have had! Whats 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 ConnectionsKindergartenK.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 homeK.C&G.1.1: Exemplify positive relationships through fair play and friendshipK.C&G.1.2: Explain why citizens obey rules in the classroom, school, home, and neighborhoodK.C.1.1: explain similarities in self and others

  • ES ConnectionsFirst Grade1.H.1.3: Explain why national holidays are celebrated. 1.G.1.3 Understand the basic elements of geographic representations using maps1.C&G.1.1: Explain why rules are needed in the home, school, and community1.C&G.1.2: Classify the roles of authority figures in the home, school, and community1.C&G.1.3: Summarize various ways in which conflicts could be resolved in homes, schools, classrooms, and communities

  • ES ConnectionsSecond Grade2.H.1.1: Use timelines to show sequencing of events.2.H.1.2: Identify contributions of historical figures through various genres2.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 community2.C&G.1.2: Explain how governments establish order, provide security and create laws to manage conflict2.C.1.2: Recognize the key historical figures and events that are associated with various cultural traditions2.C.1.3: Exemplify respect and appropriate social skills needed for working with diverse groups.

  • ES ConnectionsThird Grade3.H.1.2: Analyze the impact of contributions made by diverse historical figures in local communities and regions over time3.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 world3.G.1.6: Compare various regions according to their characteristics3.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 ConnectionsFourth Grade4.G.1.4: Explain the impact of technology on North Carolinas citizens, past and present4.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 ConnectionsFifth Grade5.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 TimeBased on what we have seen and heard, how might you align Grace for President with the elementary Common Core Standards? ReadingWritingSpeaking

  • Third Grade Example: ReadingReading: Describe how Grace exemplifies good citizenship and contributes to her own win (RL.3.3)

  • Third Grade Example: SpeakingSpeaking: Collaborative discussions centering around elections of a class president, details of the story; speech/campaign about being president (SL.3.1)

  • Third Grade Example: WritingWriting: Why should Grace (or I, or someone else) be president of the class? (W.3.1)

  • ResourcesNorth Carolina Social Studies Wiki: National Council of the Social Studies NCSS Trade Books Samples

  • Additional Resources

  • Math and Science PartnershipsMSP 2013-2014RFP published September 3, 2013Intent to apply due: September 30, 2013Full proposals due: November 30, 2013

    For more information contact:Beverly G. Vance, Science Section ChiefDivision of Curriculum and InstructionNorth Carolina Department of Public [email protected]

    Welcome! Get introductions. What do you want to get out of this hour that we have together? Emphasize that this is going to be a collaborative session. We want YOU to work together to come up with ideas and approaches for global civic education! *Please reference our contact information here. Please do not hesitate to contact us for any of your curricular and instructional needs. Link to wiki.

    *Go over objectives for the session. *Why does citizenship matter? What is good citizenship? *What is civic responsibility? How do we do it? I like the questions you have in the notes here. You may want to do a tricider or poster activity and have the participants respond to that first, before this slide....depending up on your lime.

    I would also include the question on the previous slide.."Why does citizenship matter" in this as well. *Connect to empathy. *Infused throughout the standards, not just in civics and government *Insert links here to documents. Review/pull out standards that apply.

    Point out that they should look beyond simply the Civics and Government strand! *Have teachers review the standards and come up with three to five concepts relating to global citizenship that are appropriate for their grade level. HANDOUT WITH APPROPRIATE STANDARDS, PRE-SELECTED. DISCUSS CONCEPTS!!!!!!!!!!!!!!!!!!!!!!!!!!! Have teachers share out what they came up with. *Use chart paper or the computer to track ideas! Make sure that these ideas are tied to the standards and the concepts are logical/make sense.

    Reworded: How might you teach towards the concepts in order to help students become active and engaged citizens?

    *Transition into Common Core discussion. Do your ideas align with Common Core? Can we address citizenship using the Common Core as easily as we might be able to with the Essential Standards? How does CC align with ES? *They will have PowerPoint access*Play the linked video for the participants. As you play the video, reflect on connections to Essential Standards and Common Core. *H.1.1: Grace becoming president G.1.1: explore map concepts when showing the electoral map of the United States C&G.1.1: How the election was carried out and the relationship between Thomas and Grace and those two and the students C.1.1: Grace compares herself to Thomas *1.H.1.3-independence day, presidents day (inauguration?)1.G.1.3-explore map concepts when showing the electoral map of the United States 1.C.&G.1.1-rules of the election 1.C&G.1.2-compare the role of the president to other authority figures 1.C&G.1.3-compare the campaign to conflict*H.1.1-place presidents on a timeline; use timeline to help follow storyH.1.2-use other literature, stories, non-fiction, images to talk about selected presidents and expand on this story G.1.2-explore map concepts when showing the electoral map of the United States C&G.1.1, 1.2-what is government? This is a question that can be discussed with students as you talk about what the president does. C.1.2-talk about the presidents and how they reflect America C.1.3-collaborate on the campaign, debate, etc*H.1.2talk about presidents from NC H.2.1-examples of historical narratives, timeline with presidents G.1.5, 1.6-using map, explore elements of each state. Students role playing states could come into play here as well. What are the different characteristics? C&G.1.3-talk about where president stands in three branches; compare to local government C&G.2.1-talk about why Grace wants to run, what changes are promised. Importance of activism. What she does to keep her promises. C&G.2.3-Grace listening to other students; speechmaking*4.G.1.4: connect to media; campaigning 4.C&G.1.2: what would Grace be running for if she were only focused on North Carolina? How would it change her campaign? What does a governor do? 4.C&G.2.2: how might this address rights and responsibilities of citizens in NC? (voting, assembly, etc)*5.G.1.3: how votes from electoral college are tallied; campaign process 5.C&G.1.2: what does the President do? 5.C&G.1.3: students could look at US constitution excerpts that address elections, presidency 5.C&G.2.1: how does this story reflect the values and principles of the US? 5.C&G.2.2: importance of voting, understanding issues, etc 5.C&G.2.3: roleplay an election on the model seen in the story! Create a story that shows citizens taking actions to protect their rights. 5.C&G.2.4: talk about voting, running for office, etc; why was it done in this story? 5.C.1.4: do we have cultural narratives involving political leaders? *Have the teachers consider how Common Core could apply to this story. Have them share ideas for each one. Pull up each of the standards. Doesnt have to be every grade level. Reading:Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Text Level Complexity Writing Text type and purposes Production and distribution of writing Research to build and present knowledge Range of writing Speaking Comprehension and Collaboration Presentation of Knowledge and Ideas*On this slide should be resources that DPI and NCSS have available to facilitate national and global civic education. Include Assessment Samples here. *Point out that these resources need to be aligned to the North Carolina essential standards before use. Take them to each site. *MSP information can be found on the formal DPI website as well as the science and math wiki.Please let them know that they can review the RFP and still apply even though the intent to apply window has passed.For more information have them contact Beverly Vance.*