G RADE 8: S TANDARDS, I NSTRUCTION, A SSESSMENT G RADE 8: S TANDARDS, I NSTRUCTION, AND A SSESSMENT G RADING P ERIOD O NE Susan Gasaway & Roger S. Thomas.

GRADE 8: STANDARDS, INSTRUCTION, AND

ASSESSMENT GRADING PERIOD ONE

Susan Gasaway & Roger S. ThomasSocial Studies Resource Teachers

June 18, 8:30-11:30June 18, 12:30-3:30

susan.gasaway @[email protected]

http://gr8-ss-1stsixweeks.wikispaces.com/

mailto:[email protected]





http://gr8-ss-1stsixweeks.wikispaces.com/

LEARNING TARGETS

• AT THE END OF THIS SESSION, GRADE 7 TEACHERS CAN PLAN ENGAGING LESSONS USING THE KCAS 4.1 SOCIAL STUDIES STANDARDS FOR GRADING PERIOD 1.

• AT THE END OF THIS SESSION, GRADE 7 TEACHERS CAN IDENTIFY AND DEVELOP FORMATIVE AND SUMMATIVE ASSESSMENTS TO ASSESS STUDENT LEARNING IN SOCIAL STUDIES.

OVERVIEW OF THE SESSION

1. KCAS 4.1 STANDARDS ARE THE BASIS OF INSTRUCTION, NOT TEXTBOOKS

2. THE CURRICULUM MAP’S LEARNING TARGETS ARE CLOSELY TIED TO THE STANDARDS

3. INSTRUCTION IDEASa. PROVIDE AN OVERVIEW FOR THE STUDENTSb. USE TCI RESOURCESc. BONUS RESOURCE!!!d. USE MULTIPLE INTELLIGENCESe. USE PICTURE BOOKS

4. ASSESSMENT NEEDS TO BE FORMATIVE, SUMMATIVE, AND AUTHENTIC

5. COLLABORATIVE LESSON IDEA OR ASSESSMENT

Curriculum and Standards

Curriculum vs. Curriculum Map

Program of StudiesGovernment and CivicsCultures and SocietyEconomicsGeographyHistorical Perspective

KCAS 4.1 Social Studies Standards

Take a look at these Academic

Expectations.What do

yousee?

Kentucky Department of Education


How do the Big Ideas

and the Organizers

help us think about

what we teach?

Social Studies is…

• “…the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.”

NCSS, 1994

Thematic Strands of Social Studies

• General Thematic Model for Teaching Social Studies• The Ten Thematic Strands of Social Studies• Culture• Time, Continuity, and Change• People, Places, and Environments• Individual Development and Identity• Individuals, Groups, and Institutions• Power, Authority, and Governance• Production, Distribution, and Consumption• Science, Technology, and Society• Global Connections• Civic Ideals and Practices

http://worldcivstandards.wikispaces.com/General+Thematic+Model+for+Teaching+Social+Studies

Understanding by Design (UbD)

• UbD is designed to help develop and deepen students’ understanding of important ideas.

• Three Stages–Desired Results– Evidence– Learning Plan

• Curriculum Maps were created using elements of UbD

Curriculum Maps were…

…Created to:• Address the content you are required to teach• Address the recommendations given by 8th grade

social studies teachers• Capture the big picture in the daunting task of world

history instruction• Provide unit and topic breakdowns of the content• Provide student-friendly learning targets• Address deficiencies found in the 566 page

Curriculum Audit

Curriculum Audit Quotes

• “To meet the new standards, I teach everything.” (Teacher)• “Up until this year we were teaching programs, not standards.”

(Administrator)• “Teachers need more time for instruction as the curriculum is very wide

instead of being deep. We are teaching large numbers of standards in a short amount of time.” (Teacher)

• “Curriculum maps are frustrating because of the time it was rolled out to teachers. We’re getting them unit by unit or grading period by grading period and the district won’t share drafts.” (Administrator)

• “Curriculum is anybody’s game here. It is all over the place.” (Administrator)

• “It is great the way the district is developing curriculum maps.” (Teacher)

• “The new curriculum hasn’t changed what we will teach. We take the state’s lead of what to teach.” (Administrator)

Revised Grade 8 Curriculum Map

Many of the

adjustments were

called for by the CMA!

Other adjustments

were based on

teacher feed-back!


The Units are Bookmarked! Control-Click on the Unit you want to go to in the map!


Fewer

Learning

Targets!

The role of

Assessments!

Great Resources!

160 days of instruction!


A one-page list of

KCAS 4.1 for 8th Grade

Alignment between KCAS 4.1 and Learning Targets

Which content standards have

language closest to these

learning targets?

Alignment between Learning Targets & SSPA Q’s

I can explain the cause-and-effect relationship between contact with different European powers and changes in the Native American population and culture.

Grade 8 Social Studies Instruction

•Overview of Content•Use of TCI• The World Before Transatlantic Travel•Use of Multiple Intelligences•Use of Picture Books in Grade 8



These are the Units of the Curriculum! How do we pace our instruction to teach it all?

REMEMBER THIS

SLIDE?

If you need more time to

effectively teach a topic, try

to borrow it from within the Unit Duration.



This is a lot to teach!You could teach a year-long course on any of these units!

Is there an over-arching framework we can use to help students learn and make sense

of U.S. History?

HEROES!

• EXPLORE EXAMPLES OF HEROES

• EXPLORE THEIR CHARACTERISTICS

• GIVE STUDENTS CHOICE WITHIN EXPECTATIONS

• ASSESS THEIR UNDERSTANDING

HeroesBy Ann Reed

What can I learn from you –Your lifetime and what you’ve been through?How’d you keep your head up and hold your pride? In an insane world how’d you keep on trying? One life can tell the taleIf you make the effort you cannot failBy your life you tell me it can be doneBy your lives the courage to carry on Heroes – here like a friendTo clear a path our light a flameAs time goes you find you depend on your heroesTo show you the way – Heroes What can I learn from you? That I must do the things I think I cannot doThat you do what’s right by your heart and soulIt’s the imperfections that make us whole One life can tell the taleIf you make the effort you cannot failBy your life you tell me it can be doneBy your lives the courage to carry on Heroes – here like a friendTo clear a path our light the way As time goes you find you depend on your heroesTo show you the way – Heroes

Sojourner Truth, Eleanor Roosevelt, Katherine Hepburn, Sally Ride

Susan B. Anthony, Harriet Tubman, Annie Sullivan, Gertrude Stein

Corretta Scott King, Amelia Earhart, Lillian

Helman, Eartha KittSacagawea, Ella Fitzgerald, Golda

Meir, Dorothy Dix Louisa May Alcott, Billie Jean King, Emily

Dickinson, Lucy StoneMargaret Sanger, Clara Barton, Billie

Holiday, Julliet LowElizabeth Blackwell, Rosa Parks, Lena

Horne, Beverly SillsBarbara Jordan, Helen Keller, Indira

Gandhi, Agnes de Mille Corazon Aquino, Gloria Steinam, Rachel

Carson, Joan of ArcBabe Zaharius, Marlene Dietrich, Anne

Frank, Simon de Beauvoir

HERO PRESENTATIONS AND A QUICK EXTENDED RESPONSE ITEM AS FORMATIVE ASSESSMENTS.

HAVE THE EXPECTATION THAT STUDENTS WILL NOT JUST LOOK TO

THE “DEAD WHITE MEN” AS POTENTIAL HEROES TO EXPLORE.

WRITTEN SUMMARIES

MAPS & CHARTS

TEACHING POSTERS

2D & 3D ARTPOETRY &

LYRICSSONGS

PLAYS & SKITSDANCE

POWERPOINT

THE OVERVIEW IS COMPLETE

AS THE STUDENTS DO THEIR FINAL

PRESENTATION ON THEIR OWN

HERO FROM ANY TIME OR

PLACE.

AS A SUMMATIVE ASSESSMENT, I

ASKED STUDENTS TO WRITE A

PERSONAL ESSAY ANSWERING THE

QUESTION, “WHO IS A

HERO?” USING THEIR HERO AS

THE MAIN EXAMPLE.


Overview of Content•Use of TCI• The World Before Transatlantic Travel•Use of Multiple Intelligences•Use of Picture Books in Grade 8

Let’s look at a TCI Lesson

Let’s look at this one!

Let’s look at a TCI Lesson

TCI ActivityThe First Americans

• Unit 1, Topic 3: Native American Civilizations• Topic Duration: 4 Days• Learning Targets:

– I can describe ways in which physical geography and natural resources promoted and limited the development of Native American civilizations.

– I can use primary and secondary sources to describe the elements of culture of several Native American groups.

• In this activity, students hypothesize the geographic origins of American Indian artifacts to explore how the first Americans in eight cultural regions adapted to their environments


Overview of ContentUse of TCI• The World Before Transatlantic Travel• Use of Multiple Intelligences• Use of Picture Books in Grade 8

So, why were the Spanish able to sail across the

Atlantic and so successfully defeat the Aztec and Inca Empires?

or

Why did the Europeans conquer the Americans

and not the other way around?

ANOTHER INSTRUCTIO

NAL RESOURCE

Guns, Germs, & Steel

episodes on-line are at

http://topdocumentaryfilms.

com/guns-germs-and-steel/

Jared Diamond’s argument is that

European dominance of the world during the

Age of Exploration came about as a result

ofGEOGRAPHIC

LUCK.

He says that by the time of the Age of Exploration, Europeans had already benefitted from a series of ultimate and

proximate factors that made them uniquely capable of world domination.

And these factors were

based on Geographic

Luck!

WHEN WE TEACH THE

RIVER VALLEYS IN 7TH

GRADE WE BEGIN WITH…

WHY DID CIVILIZATION BEGIN HERE?

GEOGRAPHIC LUCK

Mesopotamian Resources:

Nearby were the horse, dromedary & donkey.

Sheep, Goats, Pigs, Cattle

Wheat, Barley, Peas

No other place on earth had this many crucial ingredients to

the Agricultural Revolution!

Not all animals are good

candidates for domestication.

Of the 148 herbivores over 100

pounds on earth, only 14

have ever been

successfully domesticated

.

12 of the 14 originated in Eurasia and only one

originated in the Americas.

It’s no wonder civilization begins in Mesopotamia! It has the Geographic

Luck!

Wheat, Barley, Peas

Rice, Millet

Sorghum, Yams

Meanwhile, in the Americas…

Llama, Beans, Guinea Pig

Corn, Beans Tomatoes, Turkey

CONTINENTAL AXIS: East-West or North-

South?

The plants & animals crucial to the successful

development of civilization in Mesopotamia could also

be successful anywhere along the same latitude

across Eurasia.

The East-West orientation of Eurasia meant there was

a lot of area that could become civilized.

As it entered the Age of Exploration, Europe had the

benefit of the ultimate factors of geography and the

proximate factors of civilization’s development.

East/West Axis

ULTIMATE FACTORS PROXIMATE FACTORS

Epidemic

DiseasesPolitical

Organization

WritingOcean-Going Ships

Many Suitable

Wild Species

Guns, Steel,

Swords

Horses

Many Domesti-cated Plant and

Animal Species

Large, Dense,

Sedentary,

Stratified

Societies

Food Surplus

es, Food

Storage

Technology

Ease of Species

Spreading

How Geographic Luck put Europeans in the position of Global Dominance during

the Age of Exploration.

From Guns, Germs, and Steel: The Fates of Human Societies, by Jared Diamond, 1997


BONUS RESOURCE!!!

Guns, Germs, & Steel Episodes on-

line are at

http://topdocumentaryfilms.com/

guns-germs-and-steel/

G RADE 8: S TANDARDS, I NSTRUCTION, A SSESSMENT G RADE 8: S TANDARDS, I NSTRUCTION, AND A SSESSMENT G RADING P ERIOD O NE Susan Gasaway & Roger S. Thomas.

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