Transcript Bettendorf Community Schools K – 12 Social Studies 2010

BETTENDORF COMMUNITY SCHOOLS
K – 12 SOCIAL STUDIES
2010 - 2011
C O N T E N T A R E A P R E S E N TAT I O N :
G O A L S , C O N T E N T, I N S T R U C T I O N ,
A S S E S S M E N T, A N D V E R T I C A L
A R T I C U L AT I O N W O R K
1
Social studies is the integrated study of the
social sciences and humanities to promote
civic competence. The primary purpose of
social studies in schools is to help young
people develop the ability to make informed
and reasoned decisions for the public good
as citizens of a culturally diverse, democratic
society in an interdependent world.
Definition of Social Studies
National Council for the Social Studies (NCSS)
2
The Iowa Core Curriculum for Social Studies
is premised upon a rigorous and relevant K12 social studies program.
Engaging students in the pursuit of active
informed citizenship will require a broad
range of understandings and skills.
Iowa Core Curriculum
3
In social studies, students develop knowledge,
skills, and dispositions, including but not limited to:
• Possessing basic knowledge and ways of thinking
drawn from many academic disciplines
• Expressing ideas in written form
• Reading reflectively and critically
• Analyzing their own and others' opinions on social
issues
• Becoming motivated to participate in civic and
community life as active and informed citizens
IOWA CORE CURRICULUM
4
The Iowa’s Core Social Studies Curriculum
has been structured around (5) five core
content areas.
•
•
•
•
•
Behavioral Sciences
Economics
Geography
History
Political Science/Civic Literacy
IOWA CORE CURRICULUM
5
IOWA CORE QUADRANT LESSON PLANNING (RIGOR SAMPLE):
(3RD
K-2 BEHAVIOR SCIENCES
STANDARD) UNDERSTANDING INTERACTIONS BETWEEN
SELF AND PEER GROUPS
Quadrant C
Students categorize and
compare the types of
activities in which these
groups engage. (e.g. class,
sports groups, music
groups, etc.)
Quadrant D
The class creates questions about
individual responsibilities to the group and
the benefits of belonging to the group.
Using their questions, the class interviews
older students. The class examines the
older students’ responses and writes a
statement of their future responsibilities to
peer groups, to which they may belong.
Quadrant A
Students define what a peer
group is and make a list of
possible peer groups
Quadrant B
Students examine the list of peer groups and
choose one group to which they belong or
would like to belong. Students list their
responsibilities to that group and share with the
class.
6
7
K-12 SOCIAL STUDIES PROGRAM
What you will see and hear tonight:
• Passionate teachers teaching the most integrated,
comprehensive, higher-order thinking curriculum we have.
• Iowa Core Curriculum’s (ICC) impact, potential and alignment
efforts
• A history of thoughtful, reasoned, purposeful curriculum
adoption with relatively strong vertical articulation
• Probably the most engaging, relevant, global-oriented, studentcentered curriculum and instruction program that the District
offers.
• A teacher developed “Action Plan” for ongoing improvements
developed based on the needs of our students.
B.C.S.D. K-12 Social Studies
8
BECCA DEGEORGE, 5TH GRADE
NEIL ARMSTRONG
(AND)
A FEW OF NA’S GREAT STUDENTS!
A DEMONSTRATION LESSON
9
What does “rigor” mean?
A. Really thick books or maybe
a bunch of thick books?
OR
B. Curriculum taught deeply
and in an engaging manner?
Which of the above would you want your student
exposed to on a daily basis? A or B?
10
K – 5 PRESENTERS: CONTENT,
INSTRUCTION, AND ASSESSMENT
K – 2 Social Studies Teachers:
• Micki Quinn – Kindergarten, Mark Twain
• Melissa Simpson – 2nd Grade, T. Jefferson
3 – 5 Social Studies Teachers:
• Michelle Bump – 3rd Grade, Hoover
• Tisha Anderson – 4th Grade, Armstrong Video
• Kathy Pickett - 5th Grade, Paul Norton
TCI Curriculum, K-5
11
6 – 8 (BMS) PRESENTERS: CONTENT,
INSTRUCTION, AND ASSESSMENT
6 – 8 Social Studies Teachers
• Beth Laughbaum – 6th Grade Social Studies
• Lori Hatch – 8th Grade Social Studies
12
9 - 12 (BHS) PRESENTER: CONTENT,
INSTRUCTION, AND ASSESSMENT
Social Studies Teacher
• Steve Earp – Social Studies
• PowerPoint
13
14
“ACTION PLAN” BHS WITH BMS
VERTICAL ARTICULATION GOAL(S)
Goals: Improve vertical articulation between 8th and 9th grade
American History
Improve vertical articulation between 6th, 7th and 10th grade World
History.
Concern(s): Coverage of recent historic events of significance
Action Steps:
• Ongoing 8th and 9th teachers vertical articulation meetings on
“American History”
• Ongoing 6th, 7th and 10th grade teachers meet for improved
coverage of “World History”
15
“ACTION PLAN” – ELEM / BMS
VERTICAL ARTICULATION GOAL
Goal 1: Define expectations for pacing to assist with fidelity of
program implementation and alignment to Iowa Core. Goal 2:
Continue 5th and 6th grade articulation discussions and
modifications / suggestions from 2009 -2010 work
Concern(s): Defining chapter and essential understandings that
must be covered for guaranteed and viable components.
Assessments in TCI program aligned to BMS formatting
Action Steps:
• Use Grade-Level Meetings for input and discussions for
meeting “Essential Understandings Iowa Core Standards. (See
2010 – 2011 Elem. alignment work)
• Review Standard-Based Report Card
16
“ACTION PLAN” BHS
GOAL 2: TECHNOLOGY INTEGRATION
Goal 2: Improve student / teacher proficiency in
the uses of technology
Concern(s): Instruction, planning, access
Action Steps: Work for consensus on improving
instruction utilizing technology and promotion of
21st Century Skills
17
“ACTION PLAN” - BMS
GOAL 2: GEOGRAPHY / TECHNOLOGY
Goal 2: Improve Social Studies skills development at
all levels through geography
Concern(s):
Action Step(s): Identify skills that are lacking,
especially in geography. Develop a plan of what skills
need to be taught at what levels as aligned with Iowa
Core Standards
18
“ACTION PLAN” - ELEMENTARY
GOAL 2: GEOGRAPHY / TECHNOLOGY
GOAL 2: Improve geography integration at all levels
Look for supplemental materials / websites (possible
updated TCI Resource Site) for consistent integrated
at all levels.
Concerns:
Action Step(s): Look for supplemental materials /
websites (possible updated TCI Resource Site) for
consistent integrated at all levels.
19
K – 12 RELATED LONG RANGE GOALS:
Improve effectiveness of homework assignments,
work ethic, technology integration, and reading
comprehension.
Create rigorous and relevant instructions using Iowa
Core “Quadrant” lesson planning models
Improve “current events” integration to support Iowa
Core Curriculum (ICC), geography knowledge, and
21st Century Skill components
Look at “Common Core” Impact on Social Studies
(38 States have adopted to data)
20
PROFESSIONAL DEVELOPMENT
NEEDS
• Time for Implementation and Planning QuadrantStyle Lessons
• TCI Resources Web-based Student / Parent
Access and Support
• Professional Peer Classroom Visits across Grade
Levels and Schools
Thank you!
21