Cracking the Social Studies Essential Standards Code

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 Cracking the Social Studies Essential Standards
Code

• Collaborative Conference for Student Achievement
• Joseph S. Koury Convention Center
• Greensboro, North Carolina
• March 21, 2012

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From ACRE to READY
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Todays Session Includes

• A Essential Standards Implementation Plan of
  Action
• NCDPI Toolkit Sharing
• A Glimpse into a Ready Classroom
• QA

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K-12 Social Studies Essential Standards
Implementation

• Understanding the Standards
• Developing Local Curricula Frameworks
• Instructional Design

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Standards
Student Achievement
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Understanding the Standards

• Understanding the Cognitive Content Shifts
• Crosswalks of 2006 2010 Standards
• Unpacked Content Documents
• Online Modules (NC Education Portal)
• Glossary of Terms

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The Shifts

• Use of Revised Blooms Taxonomy
• Organization around five broad conceptual strands
• Use of a Conceptual Framework

Image taken from http//www.wired.com/epicenter/
2009/11/singularity-university-decharms/
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• This two dimensional table is used to help
  determine the type of knowledge and the cognitive
  behavior of the standard/ objective.
• The knowledge dimension identified the type of
  knowledge to be learned.
• The cognitive dimension identifies the which
  provides you with the process used to learn the
  content.

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The Five (5) Conceptual Strands

• The New Social Studies Essential Standards Are
  Organized Around Five (5) Conceptual Strands
• The strands provide a framework by which to
  organize concepts, generalizations and critical
  content that are important for understanding the
  disciplines of social studies.

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Conceptual Framework
Essential Understanding / Generalization / Big
Idea
The student will understand that The physical
and human geography of a place contributes to
the identity of a region, community, state,
nation or the world.
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Elementary Shifts

• Kindergarten Citizenship Responsibility
• 1st grade Culture Diversity
• 2nd grade Interdependence Global Economics
• 3rd grade Geography Environmental Literacy
• 4th grade History course focused on North
  Carolina History
• 5th grade History course focused on United
  States History

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The Shifts for Middle Grades

• 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

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The Sixth Grade Shift
Economics and Personal Financial Literacy
Civics and Government
Culture
History
Geography and Environmental Literacy
The Roots of Modern Societies
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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

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The Seventh Grade Shift
Geography and Environmental Literacy
History
Civics and Government
Economics and Personal Financial Literacy
Culture
Global Connections
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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

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The Geographic Perspective
http//education.nationalgeographic.com/education/
multimedia/geographic-perspective/?ar_a1
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The Eighth Grade Shift
Economics and Personal Financial Literacy
Civics and Government
Culture
History
Geography and Environmental Literacy
Historical Study of NC in the context of the US
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The Shifts for High School

• World History has a focus more on the study of
  global history from mid 15th century to present.
• American History additional focus on teaching
  Founding Principles (legislative act)
• Integration of PFL into the Civics Economics
  course
• Integration of Common Core Literacy Standards in
  History/Social Studies

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World History (High School)

• Focus World History has a focus more on the
  study of global history from mid 15th
  century to present.
• WH.H.4.4 Analyze the effects of increased global
  trade on the interactions between nations in
  Europe, Southwest Asia, the Americas and Africa.
• WH.H.5.1 Explain how and why the motivations for
  exploration and conquest resulted in increased
  global interactions, differing patterns of trade,
  colonization, and conflict among nations.
• WH.H.6.3 Explain how physical geography and
  natural resources influenced industrialism and
  changes in the environment.
• WH.H.7.6 Explain how economic crisis contributed
  to the growth of various political and economic
  movements.

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Understanding the Standards

• Understanding the Cognitive Content Shifts
• Crosswalks of 2006 2010 Standards
• Unpacked Content Documents
• Online Modules (NC Education Portal)
• Glossary of Terms

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• This Crosswalk
• can show you the
• cross of the old cognitive
• process with the new
• can help you see type of
• knowledge
• can show you how even
• if the content is the same
• or similar that there are
• differences is in what the
• student is being asked to
• do with the content
• can help you see the
• gaps that may exist where
• content is moved from one

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Unpacking the Essential Standards
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What type of knowledge?
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For Example

• Clarifying Objective
• 7.G.1.1 Explain how environmental conditions and
  human response to those conditions influence
  modern societies and regions (e.g. natural
  barriers, scarcity of resources and factors that
  influence settlement).

Understanding/Generalization The student will
understand that Environmental conditions may
alter human settlement patterns.
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From Concepts to Generalizations

• USH1.H.8.2 Explain how opportunity and mobility
  impacted various groups within American society
  through Reconstruction (e.g., City on a Hill,
  Lowell and other mill towns, Manifest Destiny,
  immigrants/migrants, Gold Rush, Homestead Act,
  Morrill Act, Exodusters, women, various ethnic
  groups, etc.).
• What are the stated concepts you see in the
  objective?
• What are some other concepts that you could teach
  from this standard? (implied concepts)
• From the concepts, write a generalization
  /understanding.

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From Concepts to Generalizations
3.G.1.3 Exemplify how people adapt to, change
and protect the environment to meet their Need.
7.E.1.1 Explain how competition for resources
affects the economic relationship among nations
(e.g. colonialism, imperialism, globalization
and interdependence).
CE.CG.1. Explain how the tensions over power
and authority led Americas founding fathers to
develop a constitutional democracy (e.g.,
mercantilism, salutary neglect, taxation and
representation, boycott and protest,
independence, American Revolution, Articles of
Confederation, Ben Franklin, George Washington,
John Adams, Sons of Liberty, etc.)
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Standards
Student Achievement
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HOW DO YOU BEGIN TO ORGANIZE CONTENT?

• 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.

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Major concepts for each Grade

• 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

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Where to start for 6th Grade?

• National World History Standards
• http//nchs.ucla.edu/Standards/world-history-stand
  ards
•  
• 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

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Integration
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Organizing The Social Studies Standards Into
Curriculum AsUnits Of Instruction
Its A Process!
Step 1 Start with the Essential Standards
(unpack/deconstruct). Step 2 Create an outline
of units you may teach for the entire year.
(includes unit titles and
conceptual lens) Step 3 Draft a brief summary
describing each unit Step 4 Identify Clarifying
Objectives that support each unit. Step 5
Create a Concept/Content web. (can also be used
in developing 8 9) Step 6 Write
Generalizations/Understandings
Step 7 Write Guiding/Essential Questions to
support each understanding/generalization. Step
8 Identify Critical Factual Content. Step 9
Identify Key Skills. Step 10 Align Assessments
to know, skills, and understandings Step 11
Develop Learning Experiences Step 12 Identify
Unit Resources and write any helpful Teacher
Notes
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YEARLY/SEMESTER PLAN OUTLINES
Grade level/Course __________________
Step 3 Create an outline of units you may teach
for the entire year or semester.
3 to 4 units for grades K-3 4 to 6 units for
grades 4-6 5 to 8 units for grades 7-12
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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.
• What are the big ideas?

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Standards
Student Achievement
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Lets Look at a concept-based classroom
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The Instructional Toolkit

• Priority One Tools
• Crosswalks of 2006 2010 Standards (on web)
• Unpacked Content Documents (on web)
• Priority Two Tools
• Graphic Organizer Exemplars (Draft on web)
• Glossary of Key Terminology (Draft on Web)
• Assessment Samples (Late Spring 2012)
• Other Tools
• Sample Units of Instruction
• Crosswalks with CC Literacy Standards (Summer
  2012)
• Grade/Course Specific Resources to Support
  Instruction (Summer 2012)

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Professional Development Opportunities

• Past Training
• Summer Institute 2011 (6)
• Unit Development Training (3)
• RESA Training - Assessment (8)
• Future Training
• Summer Institute 2012 (6)
• Other Needs?
• Online Modules
• NC Education Portal http//center.ncsu.edu/nc/

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Modes of Communication

• K-12 Social Studies Listserv
• To subscribe , send an email to
  Bernadette.Cole_at_dpi.nc.gov with the following
  info
• your name
• School/district
• grade level responsibility
• Role in your school/district i.e. curriculum
  coordinator, teacher
• email address
• Wiki Site http//ssnces.ncdpi.wikispaces.net/h
  ome
• Intel Groups The Community
• ACRE Website
• Webinars Next Session March 27, 20112
• https//www1.gotomeeting.com/register/494279105

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Wiki Site

• http//ssnces.ncdpi.wikispaces.net/home
• Training PowerPoints
• Legislative Updates
• Links to DPI Resources including Professional
  Development Wiki site Social Studies Livebinder
• FAQ Sheet High School Sequencing Doc
• Much More!

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Intel Groups

• Access the Intel site at http//engage.intel.com
• If you have an account, log-in. If not,
  register.
• Find any of the group names listed below and ask
  for permission to join
• NC Social Studies
• NCSBE Region (your region i.e. 1, 2, etc.)
  Collaborative (8 groups)
• NC Concept-Based Unit Development (3 groups)

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ACRE SITE

• Essential Standards http//www.ncpublicschools.or
  g/acre/standards/new-standards/social
• Common Core Literacy Standards
• http//www.ncpublicschools.org/acre/standards/comm
  on-core/
• Support Tools http//www.ncpublicschools.org/acre
  /standards/support-tools/

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Graduation Requirements

• The new requirement of 4 social studies courses
  for graduation will go into effect beginning with
  the freshmen entering high school for the first
  time during the 2012-2013 school year (see State
  Board Policy GCS-N-004 governing Student
  Accountability Standards/Graduation
  Requirements). The requirements includes World
  History, Civics and Economics, American History
  I The Founding Principles and American History
  II (AH II). Students may take AP United States
  History in lieu of AH I and AH II.
• For students who are enrolled at an
  International Baccalaureate (IB) school, the IB
  United States History course may fulfill the AH I
  and AH II requirements. (verdict is still out
  will have a response in the next week or so )

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American History I II

• Beginning with the 2012-2013 school year,
  teachers will teach all social studies courses
  using the new Social Studies Essential Standards.
  American History is the one exception. If you
  offer AH I and AH 2, to freshmen who enter high
  school for the first time next year, you must
  offer the two American History courses supported
  by the new Essential Standards. If you offer
  American History to students other than freshmen
  entering high school for the first time, you have
  the option of teaching the two new American
  History courses or the United States History
  course supported by the 2006 Standard Course of
  Study. This exception is made because students
  who were enrolled in high school prior to the
  2012-2013 school year were not required to take
  four social studies courses for graduation.

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High School Sequencing
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AP Courses

• Students may substitute AP US History for AH I
  and AH II, but they are required to take a fourth
  social studies course to receive the fourth
  credit necessary to fulfill the graduation
  requirements for social studies.
• Students may continue to substitute AP World
  History for the World History requirement.
• AP Courses will continue to be offered as
  elective options.
• AP Government may not be a substitute for Civics
  and Economics because it does not cover Econ or
  PFL.

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Course Codes Its A Collaboration! The
Curriculum Instruction (CI) Consultant
Contacts and NC WISE Management Team Work
Together

• DPI Curriculum Instruction consultants work to
• Address course code concerns and issues from the
  LEA
• Research the history of a course that is in the
  Utility
• Decide if a course can or should be added to the
  ESIS and Utility
• Decide if a course needs to end or be reopened
• Create new course codes for NEW courses
• Determine if a course should be added with a new
  academic level or if an academic level needs to
  be given an End Date
• Make decisions and recommendations based on NC
  General Assembly statutes, NC SBE policy, agency
  guidelines and the intent of the curriculum

• DPI NC WISE Management Team works to
• Ensure help desk tickets are appropriately
  assigned and addressed
• Troubleshoot with CI to address course code
  concerns and issues from the LEA
• Review and confirm a list of possible codes that
  have no history attached to them
• Troubleshoot how to set up in the system the
  requests from CI
• Makes changes and additions to ESIS and the
  Utility that are requested by CI
• Makes decisions and recommendations based on NC
  General Assembly statutes, NC SBE policy, agency
  guidelines and the final written responses from
  CI

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Circle of Collaboration
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Are You Using This?
Locate The Utility Database At This
Address https//schools.nc.gov/pls/apex/f?p4861
145380498531359NO
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One Of The Most Frequent Challenges Consultants
Address When Issues Come To Curriculum

• The scheduling of students without checking the
  utility
• The scheduling of students in courses that are
  not in the Utility
• The scheduling of students in courses that have
  end dates in the Utility
• The scheduling of students in courses that do not
  give them the credit weight they need or expect

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Assessment

• EOCs Pursuant to Session Law 2011-8 House Bill
  48 No Standardized Testing Unless Reqd by the
  Feds., there will be no End-of-Course testing for
  American History or Civics and Economics
  effective during the 2011-12 school year. For
  specific questions regarding standardized testing
  contact Jim Kroening at jim.kroening_at_dpi.nc.gov
• Assessment Samples Instructional support
  focused on performance based/constructed response
  methods
• Primary Artifact Questions(PAQs) part of Online
  Writing Instruction System (focused on writing in
  Social Studies grade 6)
• District/School Level Balanced Assessment
  System formative, benchmark and summative (more
  emphasis placed on formative)
• Measures of Student Learning one measure of
  teacher effectiveness for Standard 6 of the
  teacher evaluation instrument. For questions
  additional information contact Jennifer Preston
  at jennifer.preseton_at_dpi.nc.gov

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Common Core Standards for Literacy in
History/Social Studies

• Share responsibility between ELA and SS.
• Does not replace content standards for Social
  Studies
• Embedded skills standards instructional
  practice
• Focus on disciplinary literacy

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Connecting The Use Of Primary Sources To The
History/SS Common Core Literacy Standards

• Grades 9-10
• Key Ideas Details 9-10
• RH.9-10.1. Cite specific textual evidence to
  support analysis of primary and secondary
  sources, attending to such features as the date
  and origin of the information.
• RH.9-10.2. Determine the central ideas or
  information of a primary or secondary source
  provide an accurate summary of how key events or
  ideas develop over the course of the text.
• RH.9-10.3. Analyze in detail a series of events
  described in a text determine whether earlier
  events caused later ones or simply preceded them.
  
• Craft Structure
• RH.9-10.6. Compare the point of view of two or
  more authors for how they treat the same or
  similar topics, including which details they
  include and emphasize in their respective
  accounts.
• Integration of Knowledge Ideas
• RH.9-10.9. Compare and contrast treatments of the
  same topic in several primary and secondary
  sources.

• Grades 11-12
• Key Ideas Details 11-12
• RH.11-12.1. Cite specific textual evidence to
  support analysis of primary and secondary
  sources, connecting insights gained from specific
  details to an understanding of the text as a
  whole.
• RH.11-12.2. Determine the central ideas or
  information of a primary or secondary source
  provide an accurate summary that makes clear the
  relationships among the key details and ideas.
• Craft Structure
• RH.11-12.5. Analyze in detail how a complex
  primary source is structured, including how key
  sentences, paragraphs, and larger portions of the
  text contribute to the whole.
• RH.11-12.6. Evaluate authors differing points of
  view on the same historical event or issue by
  assessing the authors claims, reasoning, and
  evidence.
• Integration of Knowledge Structure
• RH.11-12.7. Integrate and evaluate multiple
  sources of information presented in diverse
  formats and media (e.g., visually,
  quantitatively, as well as in words) in order to
  address a question or solve a problem.
• RH.11-12.9. Integrate information from diverse
  sources, both primary and secondary, into a
  coherent understanding of an idea or event,
  noting discrepancies among sources.

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Instructional Resources

• Textbook adoption slated for 2013/14
• Working this spring to align resources to the new
  standards
• Continuing/Developing partnerships with various
  Social Studies organizations and IHEs that
  provide FREE resources
• Research and Sharing around the state

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• Questions

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• It always seems impossible until its done.
• -- Nelson Mandela
• 20 years from now you will be more disappointed
  by the things you didnt do than by the ones you
  did. So throw off the bowlines. Sail away from
  the safe harbor. Catch the trade winds in your
  sails. Explore. Dream. Discover.
• -Mark Twain

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NCDPI K-12 Social Studies Team Section
Chief Fay Gore fay.gore_at_dpi.nc.gov Program
Assistant Bernadette Cole bernadette.cole_at_dpi.nc.g
ov Elementary Consultant Vacant Middle Grades
Consultant Vacant High School Consultant Michelle
McLaughlin michelle.mclaughlin_at_dpi.nc.gov