Opening Windows to the World for Middle Grades Students

Opening Windows to the World for Middle Grades

StudentsFay Gore and Steve Masyada, NCDPI

NC Middle School Association ConferenceMonday, March 18, 2013

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]

NCDPI Instructional Technology PartnerGail [email protected]

http://ssnces.ncdpi.wikispaces.net/

During this session we will:

• Understand the intent of the Middle Grades Essential Standards

• Discuss the shifts in Middle Grades Social Studies

• Explore a curriculum development framework and organization to support the “shifts” in the new Essential Standards

• Discuss classroom assessment in Middle Grades Social Studies

• Discuss resource development and instructional support tools

The Change Process

“By changing nothing, nothing changes.” -Tony Robbins

“All great changes are preceded by chaos.” -Deepak Chopra

“Sometimes good things fall apart so better things can fall together.” -Marilyn Monroe

Intent: Meeting 21st

Century Needs

• Better and deeper standards.

• Not tied to a textbook.

• Teach to big ideas.

• Move away from simply being a ‘world history course’ at 6th and 7th grade levels.

The Shifts

• Use of Revised Bloom’s Taxonomy

• Organization around five broad conceptual strands

• Use of a Conceptual Framework

• Sixth and Seventh Grades: Integrated World Studies

• Eighth Grade: Integrated Study of North Carolina and United States History

• Integration of Common Core Literacy Standards in History/Social Studies

The Five Conceptual Strands

Conceptual Framework

The Sixth Grade ShiftThe Sixth Grade Shift

The Roots of Modern Societies

Beginnings of Human Society to the Emergence of the First Global Age

(1450)Focus: World Geography, History & Culture:

Patterns of Continuity and Change

• First formal look at a study of the world

• Focus heavily on the discipline of geography (five themes)

• Systematic look at the history and culture various civilizations, societies, and regions

• Various factors that shaped the development of civilizations, societies and regions in the ancient world

• Comparative study of world regions

• Recognize and interpret the “lessons of social studies” – transferable ideas

Major concepts• Continuity and change (over time and in various civilizations, societies,

and regions)

• Conflict and cooperation

• Compromise and negotiation

• Migration and population distribution

• Cultural expression/practices and diffusion

• Human-environment interaction

• Trade and economic decision-making

• Societal organization (economic, political, and social systems)

• Technology and innovation

• Quality of life

• Citizenship

Where to start?

National World History Standards:

http://nchs.ucla.edu/Standards/world-history-standards

The periodization of the new Essential Standards for sixth grade social studies is based on the five eras identified by the National Standards for World History,

Era 1: The Beginnings of Human Society Giving Shape to World History

Era 2: Early Civilizations and the Emergence of Pastoral People, 4000-1000 BCE/BC

Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE/BC-300 CE/AD

Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE/AD

Era 5: Intensified Hemispheric Interactions, 1000 – 1500 CE/AD

Sixth Grade Sample

The Rise and Fall of an Empire

The Seventh Grade ShiftThe Seventh Grade Shift

Global ConnectionsGlobal Connections

The Great Global Convergence (1450 - 1800) to the Present

Focus: World Geography, History & Culture: Patterns of Continuity and Change

• Expansion of knowledge, skills and understandings about the world from a more modern perspective

• Focus heavily on the discipline of geography (five themes)

• Systematic look at the history and culture of various world regions

• Various factors that shaped the development of civilizations, societies and regions in the modern world

• Comparative study of world regions

• Recognize and interpret the “lessons of social studies” – transferable ideas

• Focus on issues, solutions, and decision-making

Major concepts• Global interaction

• Continuity and change (over time and in various modern societies and regions)

• Conflict and cooperation (social, economic, military and political)

• Economic Development/Systems (trade and economic decision-making)

• Political Thought

• Power and Authority

• Compromise and negotiation

• Migration and population distribution

• Cultural expression/practices and diffusion

• Values and Beliefs

• Human-environment interaction

• Societal organization (economic, political, and social systems)

• Technology and innovation

• Freedom, justice, and equality

Where to start?National World History Standards:

http://nchs.ucla.edu/Standards/world-history-standards

The periodization of the new Essential Standards for seventh grade social studies is based on the last five eras identified by the National Standards for World History,

• Era 5: Intensified Hemispheric Interactions, 1000 – 1500 CE/AD

• Era 6: The Emergency of the First Global Age, 1450 – 1770 CE/AD

• Era 7: An Age of Revolutions, 1750 - 1914

• Era 8: A Half-Century of Crisis and Achievement, 1900 – 1945 CE/AD

• Era 9: The 20th Century Since 1945: Promises and Paradoxes

National Geographic Resources:

• Xpeditions Archives: http://www.nationalgeographic.com/xpeditions/

– Lesson Plans

– Atlas Maps

– Standards

– Xpedition Hall (virtual museum)

• New Education Beta Site: http://education.nationalgeographic.com/?ar_a=1

The Seventh Grade Unit Example

Unit focus: The Age of Exploration – Reasons and Impact

Throughout the unit, students could explore the quest for trade, innovation, power, authority and wealth among European nations led to increased global interaction throughout the world. Included in this inquiry, could be the implications of these global interactions i.e. cultural diffusion (goods, religion, cultural practices, ideas, etc.), colonization, wealth, slave trading, etc. And, finally, how these global interaction specifically led to European exploration and inhabitation of the Americas.

From a more modern perspective, students could study implications of global exploration today i.e. exploration for new natural resources, new source of labor, etc.

The Geographic Perspective

http://education.nationalgeographic.com/education/multimedia/geographic-perspective/?ar_a=1

The Eighth Grade ShiftThe Eighth Grade Shift

Historical Study of NC in the context of the US

North Carolina and the United States: Creation and Development of the State

and NationThe Revolutionary Era to the Present

Major Concepts:

• Historical Thinking

• Conflict, Compromise, & Negotiation

• Change and Continuity

• Migration and immigration

• Technology and innovation

• Individuals/Groups (economic, political, social)

• Historical & Contemporary Issues

• Geographic Influence (five themes)

• Cooperation and Competition (economics)

• Democratic Ideals

• Citizen Participation

• Cultural Influence

Curriculum Frameworks:

Concept-based Curriculum and Instruction (Erickson)

Understanding by Design (Wiggins & McTighe)

HOW DO YOU BEGIN TO HOW DO YOU BEGIN TO ORGANIZE CONTENT?ORGANIZE CONTENT?

Possibilities

• Traditional chronological approach

• Thematic approach

• Regional

Traditional Chronological

• ‘Old school’ approach

• Covering the development of civilizations over time

• Global connections

Thematic

• Unifying themes across content

• What positives would this approach offer?

• What difficulties might this approach offer?

Regional

• Focus on different regions of the world or nation.

• Could connect chronological with thematic.

• Connect regional approach to big ideas.

Example Outlines

• Example 6th Curriculum Organization

• Example 7th Grade Curriculum Organization

• The 8th grade course could be organized along similar lines (even regionally!)

UNPACKING STANDARDSWhat does "unpack" a standard mean?

– Dissecting what is written in a standard, goal or objective

“What does the standard say, EXACTLY. “

– It is the process of identifying what students will know, understand and be able to do once they have mastered the standard.

Steps:

• Identify The Big Ideas/Concepts

• Identify What A Student Must Be Able To Do

• Identify Core Tasks

• Identify Critical Content

• Identify Any Possible Misconceptions/Misunderstandings

7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change) affect modern societies and regions.

UNPACKING STANDARDS

7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns).

Center around central concepts and generalizations, supported by selected facts and information.

Promote student inquiry by using essential or guiding questions to lead students to

enduring understandings or generalizations.

INSTRUCTIONAL APPROACHINSTRUCTIONAL APPROACH

The student will understand: Various NGOS (local, national and international) and government agencies respond to natural disasters. Natural disasters may have positive and/or negative consequences. Preservation efforts may cause positive and negative changes. Human modifications to the environment may have positive and negative implications.

The student will know: Strategies and steps that various non-governmental organizations and governmental agencies may undertake in order to response to environmental disasters.

For example: Tsunami of 2004 impacted nations around the world and in the region. NGOs from a wide variety of nations sent supplies, resources and, human capital to assist in the search and rescue phase immediately following the disaster and the search and recovery phase that occurred later on. Additionally, people and resources were sent to help with medical needs and the rebuilding of infrastructure in the countries impacted.

Assessment• Variety in assessments

• Include performance tasks that target CO and allow students to demonstrate understanding and skills that’s supported by facts

• Students should be provided learning experiences that contribute to successful completion of assessment (alignment!)

• Connect to Common Core through writing and informational text

• Measures of Student Learning/Common Exams are conceptually driven

What If, During Instruction This Was The Work You Were Given To Support What Was Taught

About The 13 Colonies?

The Directions:

Classify the 13 original colonies according to which were New England, Middle or Southern.

Directions:

Using this map label the 13 colonies by matching each with the correct alphabet. Then list the chronological order each was established/settled 1 to 13.

…Then You Were Given An Assessment That Looks Like This

Key: New England ColoniesMiddle Colonies Southern Colonies

Chronological Order Of Colonial Settlements

6th Grade Classroom Assessment

• Grade: 6

• Standard: 6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups

• Primary Objective: 6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g. Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi)

• Choose a key historical figure that transformed a society (e.g., Genghis Khan, Confucius, Mansa Musa). Construct a cause and effect graphic that shows how this historical figure helped to transform a society economically, culturally, and politically. Using this cause and effect graphic and the conclusions that you have drawn about how this figure transformed society, create a ‘profile’ of the figure that summarizes at least three of the personal characteristics that may have allowed him or her to be a transformative figure and answer the following question: What is the most important characteristic of leadership that can help transform a society?

7th Grade Classroom Assessment

• Construct a map illustrating the migration patterns from five North African/Middle Eastern countries to Europe since 1970. Then, identify the number of migrants who left each North African/Middle Eastern country and the number of migrants who entered Europe. Use the data in the chart to explain population changes in Europe.

• Grade: 7

• Standard: 7.G.2 Apply the tools of a geographer to understand modern societies and regions

• Primary Objective: 7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns)

8th Grade Classroom Assessment

• Grade: 8

• Standard: 8.C&G.1 Analyze how democratic ideals shaped government in North Carolina and the United States

• Primary Objective: 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare)

• primary and secondary sources on Federalist and Anti-Federalist viewpoints (e.g., Federalist Papers, Jefferson’s papers, Hamilton’s papers)

• Select the main points from the Federalist and Anti-Federalist viewpoints on the power of government presented in the documents and use them to create a graphic organizer. Then, use the graphic organizer to prepare arguments for and against passing state immigration laws that restrict immigrants from receiving and enjoying the privileges of citizenship.

NCDPI Resources• Essential Standards:

http://www.ncpublicschools.org/acre/standards/new-standards/#social

• Support Tools: http://www.ncpublicschools.org/acre/standards/support-tools/

• Google folder: https://docs.google.com/folder/d/0B4smePWOzEViMjdGMWJQd2UwSDQ/edit?usp=sharing

• Wiki: http://ssnces.ncdpi.wikispaces.net/home

Additional Reources• 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/

ANY QUESTIONS?ANY QUESTIONS?

Exit Exit TicketTicket

1. How could the NCDPI K-12 Social Studies Section assist you?

2. Would you like to be added to the K-12 Social Studies listserv? If so, please include:

a. your name

b. School

c. grade level responsibility

d. Role in your school/district i.e. curriculum coordinator, teacher

e. email address.

3. Any additional questions you would like answered?

4. Other comments?