May 20, 2015. SS UPDATED CONTENT EXPECTATIONS SLATED FOR ADOPTION AT OCTOBER STATE BOARD OF ED. MEETING.

May 20, 2015May 20, 2015

SS UPDATED CONTENT EXPECTATIONS

SLATED FOR ADOPTION AT OCTOBER STATE BOARD OF ED. MEETING.

June 1-15 External Review Comm.

works June 30 ERC meets: as does C3

Leadership Team July (15) Public review of C.E.s August Public hearings October SBoE adoption (we hope)

C3 AP (Alignment Project) Timeline

Student success

Skills centered on the Arc of Inquiry; very little specific content addressed

Mostly content; lacking in higher-order, critical thinking skills

Updating the current content expectations to create “fewer, clearer, higher” social studies standards Reviewing the expectations to align with social studies assessment and instruction Developing purposeful assessment of the expectations Identifying instructional strategies and best practices that support the expectations

The work of the C3 Alignment Project Committees, (comprised of K-12 educators, administrators, and social studies consultants statewide) includes four

actions:

So, what does that actually look like?

•A specifically identified scope of world geography will exist at the 6th grade level; a specifically identified scope of ancient world history will exist at the 7th grade level.

•The scope of the 7th grade world history standards will be expanded to include Era 4 which is present currently in the high school world history course.

•The removal of the WH regional expectations (the .3s) for placement in an appendix.

C3 Framework Organization

Social Studies is primarily Social Studies is primarily the the application of language application of language arts arts and critical thinking skills and critical thinking skills to to specific concepts and specific concepts and contentcontent

Supporting Questions:•What is citizenship?•What is revolutionary?•Who is a citizen?•Who should be a citizen?

Disciplinary Concepts:•C5.1 The Meaning of Citizenship in the US of America•C5.3 Rights of Citizenship•C5.4 Responsibilities of Citizenship C6.2 Participation in Civic Life

Evaluating Sources:•Declaration of Independence•What to the Slave is the 4th of July?•Jacob Riis on poverty•Eugene Debs on Labor

Take Civic Action

•Write a letter to a legislator•Circulating a petition in the local community•Participation in and reporting on a local government hearing

Should citizenship

be revolutionar

y?

An Example of the Arc of Inquiry in Action

How will we get there?

Our instruction has to change.It needs to be multi-dimensional. Long gone

are the days where “doing something with the content” is the end of the journey.

Instead, a SHIFT must be made in instruction so that mastery of skills becomes the journey.

Our assessment practices must be in alignment with our shifts in instruction.

An elementary example of the instructional implications from the updated content expectations:

K-H2.0.1 Current wording: distinguish among the past, present, and future.

New wording: distinguish among yesterday, today, and tomorrow.

Instructional Implications:For students in kindergarten, the words, “yesterday, today, and tomorrow” are much more definitive than “past, present, and future.”

The work of the P.A.S.S.T. (Performance

Assessments of Social Studies Thinking) Project incorporates C3 Framework thinking skills.

http://passtmoodle.wmisd.org

This is the direction in which the State is hoping to head (in time) with regard to the State assessment in social studies.

More Good News!

U4.2.3“Mexico has passed the boundary of the United States, has invaded our territory and shed American blood upon American soil. She has proclaimed that hostilities have commenced and that the two nations are now at war.” Who would have made this statement and what might have caused tensions with Mexico?

 A. William Lloyd Garrison, abolitionist; negotiation of a treaty between non-slave holding states and Mexico to free slaves in Southern slave-holding states. B. George Custer, US Army general; claim that Native Americans in the Southwest seceded from the US in response to slavery in the South. C. James K. Polk, US President; continued acquisition of Western lands under Manifest Destiny. D. Sitting Bull, Native American chief of the Hunkpapa Lakota; plea to Mexican government to assist in forcing US settlers back to lands east of the Mississippi River. 

EXAMPLE OF A P.A.S.S.T. ITEM:

Rebecca [email protected]

I’m sorry I couldn’t be with you today. Please contact me with any questions or to discuss a PD plan for updated c.e. implementation in your district.