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History/Government/Social Studies Update December 15, 2011 Don Gifford History/Government/Social Studies Standards Timeline Jan thru Mar 2012 Standards writing committee meets, reviews public feedback and continues work Standards review committee reviews writing committee draft and provides feedback Summer 2012 Standards writing committee meets, reviews and implements changes/additions and continues work Second draft is placed on website for public review Information is sent to the field regarding the draft Standards writing committee meets, reviews public feedback and continues work Standards review committee reviews writing committee draft and provides feedback Information is placed on KSDE Public Comments website Kansas State Department of Education www.ksde.org Standards Timeline Sept 2012 Third draft is placed on website for public review Information is sent to the field regarding the draft Develop board item regarding standards Oct 2010 Present to State Board draft of standards and request feedback Writing committee meets to review board feedback makes changes and gets final document ready for board and field. Nov 2012 Develop board item for standards adoption/approval Final standards ready for board adoption and field. Dec 2012 Board approval/adoption Standards are posted on website Kansas State Department of Education www.ksde.org Draft Mission Statement The Kansas Standards for History, Government, and Social Studies prepare students to be thoughtful, informed, engaged citizens, as they enrich their communities, state, nation, world and themselves. A thoughtful citizen . . . An informed citizen . . . An engaged citizen . . . applies higher order thinking skills to make connections between the past, present, and future in order to understand, anticipate and solve problems. possesses and connects knowledge of History/Government and Social Studies disciplines and current life situations. shares, collaborates, contributes, compromises, and participates as an active member of a community. Kansas State Department of Education www.ksde.org Practices Champion Multiple Perspectives and Disciplines Units should include multiple perspectives/points of view as well as considering viewpoints from other academic disciplines. Champion Multiple Causes and Consequences Units should ask students to identify and defend a number of possible causes and a variety of resulting consequences. Champion Primary Sources Units should require the analysis and interpretation of primary sources in various types of communication mediums across all History/Government/Social Studies disciplines. Kansas State Department of Education www.ksde.org Practices Champion Authentic Intellectual Work Units and tasks should have value beyond the classroom not just for a grade or to meet a requirement. Champion Higher Order Thinking Units should require students to apply knowledge to the analysis, evaluation, production, or creation of something. Champion Literacy Across the Disciplines Units should require students to read, comprehend, analyse and interpret difficult discipline specific texts and media. Kansas State Department of Education www.ksde.org Practices Champion Multiple Means of Communication Units should require students to construct communication of substantial relevant information by speaking, writing, and/or visual media. Champion Research and Student Construction of Knowledge Units should require student to gather and collect information constructing, as they go, an understanding of the relevant evidence as it applies to a particular topic. Kansas State Department of Education www.ksde.org #1 Choices have consequences 1.1 The student will recognize and evaluate significant choices made by individuals, communities, states and nations that have impacted our lives and futures. 1.2 The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision makers. 1.3 The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues. 1.4 The student will use his/her understanding of choices and consequences to construct a decision making model. Kansas State Department of Education www.ksde.org #2 Individuals have rights and responsibilities 2.1 The student will recognize and evaluate the rights and responsibilities of people living in societies. 2.2 The student will analyze the context under which these rights and responsibilities are defined and demonstrated, their various interpretations, and draw conclusions about those interpretations. 2.3 The student will investigate specific rights and responsibilities of individuals and connect those rights and responsibilities with contemporary issues. 2.4 The student will use his/her knowledge of rights and responsibilities to address contemporary human rights issues. Kansas State Department of Education www.ksde.org #3 Societies are shaped by beliefs, ideas and diversity 3.1 The student will recognize and evaluate significant beliefs and ideas of the many diverse peoples and groups and their impact on individuals, communities, states and nations. 3.2 The student will draw conclusions about these beliefs and ideas analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come. 3.3 The student will investigate specific beliefs, ideas, and/or diverse populations and connect those beliefs, ideas and/or diversity to contemporary issues. 3.4 The student will use his/her understandings of beliefs, ideas and diversity to justify or redefine personal, community, state, national and international ideals. Kansas State Department of Education www.ksde.org #4 Societies experience continuity and change over time 4.1 The student will recognize and evaluate continuity and change over time and its impact on individuals, institutions, communities, states and nations. 4.2 The student will analyze the context of continuity and change and the vehicles of reform drawing conclusions about past change and potential future change. 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issues. 4.4 The student will use his/her knowledge of continuity and change to construct a model for contemporary reform. Kansas State Department of Education www.ksde.org #5 The relationships among people, places, and environments are dynamic 5.1 The student will recognize and evaluate the dynamic relationships that impact lives, in communities, states, and nations. 5.2 The student will analyze the context of these relationships and draw conclusions about a contemporary world. 5.3 The student will investigate the relationship among people, places, and/or the environment and connect those relationships to contemporary issues. 5.4 The student will use his/her knowledge of these dynamic relationships to create a personal, community, state and/or national narrative. Kansas State Department of Education www.ksde.org Scope and Sequence Grade K 1 2 3 4 5 6 7 8 High School Focus Self Families Then and Now (Past and Present) Communities (Local History) Kansas and Regions of the United States United States History (Beginnings to 1800) World History (Ancient and Medieval Civilizations) Semester 1 – World Geography Semester 2 – Kansas History and Government United States History (1800 – 1900) World History (Renaissance to present) -and United States History with Kansas History integrated into coursework (1900 to present) -andCivics-Government Kansas State Department of Education www.ksde.org Don Gifford [email protected] 785 296-3892 Kansas State Department of Education www.ksde.org