Welcome to Social Studies Essential Standards Training Presenters: Brooke Barham Angela Harris Stacey Holden Marie Patterson Lora Ritter Mindy Tyson Beth Whitener
Welcome to Social Studies Essential Standards Training
Presenters:Brooke Barham
Angela HarrisStacey Holden
Marie PattersonLora Ritter
Mindy TysonBeth Whitener
AgendaRationale for Social Studies InstructionOverview of Structural ChangesIntegration of Information and Technology
SkillsUnpacking the StandardsVertical Progression of ConceptsRevised Blooms Taxonomy
Norms
PLC Norms
Be RespectfulBe ResponsibleBe a Learner Cell phones offTake bathroom breaks as needed
How are we doing teaching Social Studies content?
Test your Social Studies IQ!!!
True or False??
Third grade is geography specific (has a specific focus on the geography strand?)
Third Grade
TRUE!!!!!!
Topics are taught in isolation.
Third Grade
FALSE!!!!!
Third grade students should be able to identify selected personalities associated with major holidays and cultural celebrations.
Third Grade
FALSE!!!!!
Third grade is responsible for teaching both absolute and relative locations.
Third Grade
TRUE!!!!!!
Students will learn how entrepreneurship affects a market economy.
Third Grade
TRUE!!!!!!
Plans are being developed for a new EOG in Social Studies.
FALSE!!!!!
The highest level of Revised Blooms is evaluate.
STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK
WIC ACRE Accountability and Curriculum Reform Effort in Response to A Framework For Change
Each standard uses multiple verbs from Revised Blooms Taxonomy.
False!One verb per standard!!!!!
Civics and Government is one of the 5 strands in the NC ES for Social Studies.
The Five Conceptual Strands
Time, Continuity & Change
Science, Technology & Society
Civic Ideals & Practices
Power, Authority & Governance
Production, Distribution & Consumption
Individuals, Groups & Institutions
People, Places & Environments
Culture
Individual Development & Identity
Global Connections
7/10/2011 • page 15
Civil War is an example of concept based teaching.
It depends!!!!!The Civil War is a topic,
civil war is a concept!
The Paradigm Shift
From Teaching
&
Learning Topically
http://www.supermanhomepage.com/multimedia/Wallpaper-Images2/phonebooth.jpg
To Teaching
&
Learning Conceptually
7/10/2011 • page 17
7/10/2011 • page 25 7/10/2011 • page 25
The Structure Of Knowledge
F A C T
CONCEPT
F A C T
PRINCIPLES & GENERALIZATIONS
F A C T
TOPIC
F A C T
F A C T
CONCEPT
F A C T
F A C T
7/10/2011 • page 25
Concepts ·Timeless ·Universal ·Transferable ·Abstract and broad
(to various degrees) ·Examples share common attributes
·Represented by 1-2 words
Concept vs. Topic?
• Find the bag of words on your table• Sort the words into 2 categories.
Major Changes in the NC SS Essential Standards
·Use of Revised Bloom’s Taxonomy
·Use of Strands
·Conceptual focus
7
Effective Social Studies Instruction• What does the
teacher do well?
• What could he have done better?
http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history
8/4/2011 • page 22
Unpacking the Essential Standards:
The unpacking document... ·Identifies what a student must understand
(Conceptual Knowledge) ·Concepts and Generalizations
·Identifies what a student must know
(Factual Knowledge) ·Critical Content
·Identifies what a student must be able to do
(Procedural Knowledge) ·Skills Not every clarifying objective will have this.
Strands and Coding H–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy,
C&G–Civics and Government, and C–Culture
8/4/2011 • page 22
Geography and Environmental Literacy
Conceptual Knowledge
Factual Knowledge
Procedural Knowledge
Jigsaw by StrandHistory
Geography and Environmental LiteracyEconomics and Financial LiteracyCivics and Government
Cultures
Gallery Walk – 15 minute BreakAs you read each poster, use colored dots to
denote the following:Blue/Green Dot –Great Idea!Red/Yellow Dot – I need this too!
Vertical ProgressionHighlight new concepts as they are
introduced across the grades.
What are the implications if one grade level neglects this strand?
Reflect on your own teaching. How will you balance your teaching of each strand in the coming year?
Vertical ProgressionWhat are the implications if one grade level
neglects this strand?
Reflect on your own teaching. How will you balance your teaching of each strand in the coming year?
STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK
WIC ACRE Accountability and Curriculum Reform Effort in Response to A Framework For Change
42
Essential Standard3.H.1.2
Analyze the impact of contributions made by diverse historical figures in local communities and regions over time
44
.
Essential Standard3.G.1.1
Find absolute and relative locations of places within the local community and region
46
.
Essential Standard3.E.2.2
Give examples of entrepreneurship in various regions of our state
48
Essential Standard3.C&G.1.2
Describe the structure of local government and how it functions to serve citizens
50
Essential Standard3.C.1.2
Exemplify how various groups show artistic expression within the local and regional communities
52
Integrating Information and Technology Skills