Transcript March SS Webinar - Social Studies Wiki

K-12 Social Studies
Essential Standards Update
March 27, 2012
Download documents at: http://ssnces.ncdpi.wikispaces.net/home
This update will consist of:
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Preparing To Implement The New ES
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SS PD and support from June 2011 to present
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Social Studies Support Tools
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Middle School Resources
Curriculum Updates
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High School Honors Review
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Social Studies Course Coding
FAQ Updates About K-12 Social Studies
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World History pacing questions
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AP/IB
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AP Course Questions (i.e., AP Politics & Government, AP World History, AP Human
Geography
Summer Institute Expectations
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Theme: Connecting to Serve All
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What Does It Mean To Be Literacy in the Social Studies? (Instruction)
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Teaching Expectations For School Year 2012-2013
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Announcements
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Surveys: http://ssnces.ncdpi.wikispaces.net/home
Curriculum
Framework
Unit Development
Unpacking
RESA Training
Aligning Assessments
Other District Work
Instructional Design
Essential Standards
Crosswalks
Unpacking
Documents
Webinars (3)
Student Achievement
Local Curricular
The Standards
Standards
Lesson Planning
Developing
Classroom
Assessments
Organizing The Social Studies Standards Into
Curriculum As
Units Of Instruction
It’s 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.
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
Activity
Grade level/Course: __________________
Unit
1
2
3
4
5
6
7
8
Unit Title
Clarifying
Objectives
Conceptual Lens
What
happens
when we
only teach
facts?
What happens
when we teach
conceptually?
Integration of Thinking
http://davidford-cartoons.com
/
“When we can rise about the facts and see the patterns and
connections between the facts and related concepts, principles,
and generalizations and when we can understand the deeper,
transferable significance of knowledge-then we can say our
thinking is integrated at a conceptual level.”
(Erickson, 2007, p. 11)
The 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
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First formal look at a study of the world
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Focus heavily on the discipline of geography (five themes)
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Systematic look at the history and culture various civilizations,
societies, and regions
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Various factors that shaped the development of civilizations,
societies and regions in the ancient world
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Comparative study of world regions
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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
See Word Document – It’s A Work in
Progress
The Seventh Grade Shift
Global 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
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Era 7: An Age of Revolutions, 1750 - 1914
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Era 8: A Half-Century of Crisis and Achievement, 1900 – 1945 CE/AD
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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
Your Questions…
For Questions about Social Studies Curriculum & Instruction
• Fay Gore - [email protected]
• Michelle McLaughlin - [email protected]
For Questions on the Measures of Student Learning
• Jennifer Preston - [email protected]
For Questions on Standardized Assessment
• Jim Kroening - [email protected]