TARGETED PROFESSIONAL DEVELOPMENT MEETING New Direction for Social Studies in Ohio: The 2010 Social Studies Academic Content Standards and 2011 Model Curriculum.

TARGETED PROFESSIONAL DEVELOPMENT MEETING

New Direction for Social Studies in Ohio:

The 2010 Social Studies Academic Content Standards and 2011 Model

Curriculum

Ohio Department of Education

Introductions

Introduce yourself by giving:

• Your name;

• Where you work;

• Your responsibilities;

Anticipation Guide

What do you already know about the

PK-12 Academic Content Standards and

Model Curricula for Social Studies?

Goals for this Presentation

• Review the standard revision process

• Become familiar with social studies tools

• Show how the revised standards provide the basis for the Model Curricula

• Understand the purposes and components of the Model Curriculum

• Practice using the standards and Model Curriculum to create units and lessons for instruction

Revised Academic Content Standards Schedule

Amended Substitute House Bill 1 requires the State Board of Education to:

• Adopt Academic Content Standards for social studies by June 2010; and

• Adopt a Model Curriculum for social studies by March 2011.

Goals for Social Studies Standards Revision

1. Identify the most essential concepts and skills.

2. Make them more user-friendly and manageable for teachers with greater depth of understanding for students.

3. Provide course syllabi for high school courses.

4. Provide clear progression of content from grade to grade

5. Address needs of students for the 21st century

Goal 1: Identify the Most Essential Concepts and Skills This was accomplished with input from many individuals

and groups including:• Teacher discussion group;• An advisory committee representing Ohio social

studies stakeholder groups;• A working group consisting of teachers, professors,

and curriculum supervisors; • Focus groups; • National content experts; and

• Online reviews by the public.

Goal 2: Greater Manageability and Greater Depth of Understanding

• The seven standards in the 2002 document were condensed to four strands;

• Content was reorganized to reduce the amount at each grade level.

Crosswalk to 2002 Standards

New Social Studies Strands

Ohio’s Academic Content Standards: Social Studies

Strands:• History

• Geography

• Government

• Economics

Skills:• Historical thinking

• Spatial thinking

• Civic participation

• Economic decision making

• Financial literacy

Revised Scope and Sequence Pre-K The Classroom Community

Kindergarten A Child’s Place in Time and Space

Grade 1 Families Now and Long Ago, Near and Far

Grade 2 People Working Together

Grade 3 Communities: Past and Present, Near and Far

Grade 4 Ohio in the United States

Grade 5 Regions and People of the Western Hemisphere

Grade 6 Regions and People of the Eastern Hemisphere

Grade 7 World Studies from 750 BC to 1600 AD: Ancient Greece to the First Global Age

Grade 8 U.S. Studies from 1492 to 1877: Exploration through Reconstruction

Social Studies Academic Content Standards FormatThemesThemes GradeGrade

DescriptionsDescriptions

StrandsStrands

Content Content StatementsStatements

SkillsSkills

High School Course Syllabi

Required for graduation (Ohio Revised Code)

• American History• American Government

Electives• Modern World History• Economics and Financial Literacy • Contemporary World Issues• World Geography

Goal 3: Create High School Course Syllabi

Crosswalk Analysis Example

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The federal government uses spending, and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits.

Grades 9-10: ECON B: Explain how the U.S. government provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.

Some new content

The focus is on the way federal government spending and tax (fiscal) policy is used to bring about change in the nation’s economic condition and identifying the costs and benefits of regulatory actions of government.

Grades 11-12, ECON D: Analyze the role of fiscal and regulatory policies in a mixed economy.

Topic: Government and the Economy

Using the Crosswalk

Directions:

• In a group, select a content statement and the related 2002 benchmarks to analyze.

• Use the discussion questions to analyze the relationship and its possible impact on instruction and assessment.

Goal 4: Provide Clear Progression of Content from Grade to Grade

Grade Four, Content Statement 21:

• The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.

Grade Eight, Content Statement 20:

• The U.S. Constitution established a federal system of government, a representative democracy and a framework with separation of powers and checks and balances.

High School, American Government, Content Statement 5:

• As the supreme law of the land, the U.S. Constitution incorporates basic principles which help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

Goal 5: Meet the Needs of Students for the 21st Century

The social studies academic content standards directly address the 21st-century themes of:

•Civic literacy;

•Financial and economic literacy; and

•Global awareness.

21st Century Skills

21st Century Skills

Creating Units for InstructionCommon Concern

How can we meet more than one content statement in a lesson or unit?

• Many content statements are related; they can be clustered together and taught in conjunction with each other.

• The Unit Organizer is an example of how some teachers and districts are organizing their planning.

Remember: When planning a unit containing more than one content statement, it is important to remember to include ALL of them in both the pre- and post-assessments.

Directions: Use the unit organizer chart to create a unit of study for a grade or high school course.

• Use the standards document to identify related content statements.

• Created a title for the unit

• Share out.

Creating Units for Instruction

Why a Model Curriculum?

…the state board shall adopt a model curriculum…The model curriculum shall be aligned with the standards, to ensure that the academic content and skills specified for each grade level are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor. ORC 3301.079(B)

What is the Model Curriculum?

A web-based tool that:

• Provides curricular and instructional guidance;

• Informs assessment development; and

• Includes instructional strategies and resources.

Search and Find

• In your groups, use the Model Curriculum using and read the questions in the handout Search and Find.

• Discuss and answer the questions.

• Share out

Directions: Use the unit organizer chart used to create units to create lessons and assessments.

Create the following:

Student assessment

Instructional strategy

Possible resources

Share out

Creating Lessons

Standards Transition Timeline

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Ohio’s ComprehensiveEducational System

The Ohio Social Studies Signal newsletter provides timely information to social studies educators regarding important news from ODE, professional development opportunities and classroom resources.

The Social Studies Signal

http://lyris.ode.state.oh.us/cgi-bin/lyris.pl?enter=Socialstudies

Social Studies Contacts

Dwight Groce (614) 387-3200 [email protected]

William Muthig (614) 644-7305 [email protected]

Post Assessment

What do you already know about the

PK-12 Academic Content Standards and

Model Curricula for Social Studies?

Meeting Evaluation

http://survey.education.ohio.gov/se.ashx?s=60DA72704650DE07

You will receive a form for 2.5 contact hours.

Thank You!