Transcript Slide 1

SOCIAL STUDIES
OVERVIEW
Dr. Bill Cranshaw
Social Studies Specialist
Curriculum and Instruction
Georgia Department of Education
Topics for discussion
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Social Studies GPS overview
Rollout & training plan
Conceptual Teaching & Unit Design
What’s next?
What if we …
Curriculum Overview
• K-3 Foundations for the study of U.S. history
• 4th-5th U.S. history (survey)
• 6th-7th introduction to the contemporary world
with essential historical background
• 8th Georgia Studies (SBOE rule 160-4-2-.07)
• 9th-12th U.S. History, World History, Economics,
American Government, World Geography
K-5 Social Studies
at a Glance
Grade level
Kindergarten
History
Geography
Civics
Economics
US holidays &
symbols
Customs, maps,
where they live
Citizenship
work, income,
goods & services
1st
US important
historical people
geography and
historical people,
features of earth
Heroes &
citizenship
Goods, services, &
scarcity
2nd
Introduction to
Georgia
Georgia
geography,
geography and
historical people
Government
leaders
Opportunity costs,
money goods &
services
3rd
Democracy,
origins, heroes
US geography,
geography and
historical people
Introduction to
US gov’t
Resources, trade
4th
US history, to
1860
Geography’s
effect on US
Founding
documents
Economic
concepts in history
5th
US history 1860
to today
Geography’s
effect on US
Rights &
amendments
Economic
concepts in history
Middle School
Social Studies
6th
Grade
7th
Grade
8th
Grade
History
Geography
Civics
Economics
Latin America &
Canada; Europe;
Australia &
Oceania
Physical &
cultural
geography of
region
Study of
selected
regional
gov’ts
Economic
systems and
growth in
each region
Africa
&
Asia
Physical &
cultural
geography of
region
Study of
selected
regional
gov’ts
Economic
systems and
growth in
each region
Georgia
History precolonial to
modern times
Geography of
Georgia
Gov’t of
Georgia
Role of
Economics in
Georgia
th
6
&
th
7
grade
• Organization
– By regions
– Then by strands
– Retains QCC division of regions
• History theme
– Not history of the world
– What does a student in 6th or 7th grade need to
understand about a region’s history to understand that
region today?
Skills Matrix
• Begins in Kindergarten
• Mastery as indicated, but completed before end of
middle school
• Terms
– I = introduce, basic exposure
– D = develop, teach use of skill, practice with content
materials
– M = mastery, student can use skill independently
– A = apply, student continues to use and develop proficiency
in skill
K
1
2
3
4
5
6
7
8
9-12
I
M
A
A
A
A
A
A
A
A
I
M
A
A
A
A
A
A
A
3. use a letter/number grid system to determine location
I
M
A
A
A
A
A
A
4. compare and contrast the categories of natural,
cultural, and political features found on maps
I
M
A
A
A
A
A
A
5. use inch to inch map scale to determine distance on a
map
I
M
A
A
A
A
A
A
6. use map key/legend to acquire information from,
historical, physical, political, resource, product and
economic maps
I
D
M
A
A
A
A
A
7. use a map to explain impact of geography on
historical and current events
I
D
M
A
A
A
A
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8. draw conclusions and make generalizations based on
information from maps
I
M
A
A
A
A
A
9. use latitude and longitude to determine location
I
D
D
D
M
A
A
10. use graphic scales to determine distances on a map
I
M
A
A
A
A
11. compare maps of the same place at different points in
time and from different perspectives to determine
changes, identify trends, and generalize about
human activities
I
M
A
A
A
A
12. compare maps with data sets (charts, tables, graphs)
and /or readings to draw conclusions and make
I
M
A
A
A
A
MAP AND GLOBE SKILLS
1. use cardinal directions
2. use intermediate directions
K
1
2
3
4
5
6
7
8
9-12
1. compare similarities and differences
I
D
M
A
A
A
A
A
A
A
2. organize items chronologically
I
D
D
M
A
A
A
A
A
A
3. identify issues and/or problems and alternative solutions
I
D
D
D
D
M
A
A
A
A
4. distinguish between fact and opinion
I
D
M
A
A
A
A
A
A
5. identify main idea, detail, sequence of events, and cause
and effect in a social studies context
I
D
D
M
A
A
A
A
A
6. identify and use primary and secondary sources
I
D
D
M
A
A
A
A
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7. interpret timelines
I
D
D
M
A
A
A
A
A
8. identify social studies reference resources to use for a
specific purpose
I
M
A
A
A
A
A
A
9. construct charts and tables
I
M
A
A
A
A
A
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10. analyze artifacts
I
D
D
M
A
A
A
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11. draw conclusions and make generalizations
I
M
A
A
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12. analyze graphs and diagrams
I
D
M
A
A
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13. translate dates into centuries, eras, or ages
I
D
M
A
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M
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INFORMATION PROCESSING SKILLS
14. formulates appropriate research questions
High School
Social Studies Courses
• History of the United States
– Colonial to modern period
• World History
– Ancient civilizations to modern period
• World Geography
• American Government
• Economics
– Fundamentals, Micro, Macro, International, &
Personal Finance
High School
Social Studies Courses
• US History starts with colonial settlement
– Age of Exploration in 4th, 8th, and World History
– Native Americans and Meso-American cultures, 4th,
8th, World History
• World History
– must include what is important to a people’s history,
not our perceptions of what is important
– Considering making this course required for all
students
High School
Social Studies Courses
• American Government/Civics
– Will replace the two courses on the list of state
funded course when GPS implemented for high
school
• Civics/Citizenship (9th-10th grade)
• American Government (11th-12th grade)
– American Government/Civics taught at any grade
High School
Social Studies Courses
• Use of AP courses to meet graduation requirements
– List of state funded courses (SBOE 160-4-2-.03)
• Courses that can be used
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AP US History
AP American Government
AP Micro Econ
AP Macro Econ
AP World History
SSGPS Rollout & Training
Concept
Rollout Training for Social
Studies
• Training is 4 phases of 2 years
– SS is Phases 3 & 4
– Training years
• Year 1: Teacher preparation
• Year 2: Teaching of the new GPS
• Testing begins with Year 2 of each phase
• Phase 3: 2006-2008 6th – 12th
• Phase 4: 2007-2009 K – 5th
Social Studies
Phase-In Plan
Grade Levels
Year 1
Year 2
6th-12th
2006-2007
2007-2008
K-5th
2007-2008
2008-2009
Training Plan
• Current training
– 8 days
– Yr 1: days 1-5—teacher preparation
– Yr 2: days 6-8—specific strategies (differentiation)
• Social Studies Training
– Advantage of time
– Will include Conceptual Teaching
– Probably be 7 days, but could change
GEORGIA PERFORMANCE STANDARDS
IMPLEMENTATION SCHEDULE
GRADE
04-05
05-06
06-07
07-08
08-09
Kindergarten
ELA 1
ELA 2 MATH 1
MATH 2 SCI 1
SCI 2 SS1
SS2
1st
ELA 1
ELA 2 MATH 1
MATH 2 SCI 1
SCI 2 SS1
SS2
2nd
ELA 1
ELA 2 MATH 1
MATH 2 SCI 1
SCI 2 SS1
SS2
3rd
ELA 1
ELA 2 SCI 1
SCI 2 MATH 1
MATH 2 SS1
SS2
4th
ELA 1
ELA 2 SCI 1
SCI 2 MATH 1
MATH 2 SS1
SS2
5th
ELA 1
ELA 2 SCI 1
SCI 2 MATH 1
MATH 2 SS1
SS2
6th
ELA 1 MATH 1
SCI 1
ELA 2 MATH 2
SCI 2
SS1
SS2
7th
ELA 1 SCI 1
ELA 2 MATH 1
SCI 2
MATH 2 SS1
SS2
8th
ELA 1
ELA 2
SS1 MATH 1
SCI 1
SS2 MATH 2
SCI 2
9th
ELA 1 SCI 1
ELA 2 SCI 2
SS1
SS2 MATH 1
MATH 2
10th
ELA 1 SCI 1
ELA 2 SCI 2
SS1
SS2 MATH 1
MATH 2
11th
ELA 1 SCI 1
ELA 2 SCI 2
SS1
SS2 MATH 1
MATH 2
12th
ELA 1 SCI 1
ELA 2 SCI 2
SS1
SS2 MATH 1
MATH 2
ALL GRADES
SS1
ALL GRADES
SS2
ORIGINAL SS
Conceptual Teaching
&
Unit Design
Supporting Background
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Wiggins & McTighe (Understanding by Design)
Marzano (What works in Schools)
Carol Ann Tomlinson (Differentiation)
Max Thompson (LFS)
Stephen Covey (7 Habits)
National Research Council: How Students Learn
History in the Classroom
Unit Design
&
Conceptual Teaching
• Unit design focuses on learning through
teaching concepts
• Knowledge and skills are learned as they relate
to concepts
• Provides schema or scaffolding for students to
place knowledge
• Should develop from students previous
knowledge
Where to Begin?
• Historians work with big questions, so to engage
students teachers should do the same thing
• Problems
– Teachers are to teach history others have written
– Students are tested for accountability
– Teachers are provided with a list of information the
student is to know
Where to Begin?
• Curriculum does not provide nor is it organized
by big picture ideas (connections)
• Necessary for students to build connections
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Schema theory
Brain based learning
Learning Focused Schools
Understanding by Design
All use idea of essential questions, conceptual
learning
A Game of Jeopardy for teachers
• Identify larger concept that are answered by the
curriculum objectives
• Work backwards (unpack the standards)
– Develop historiographic problems that cross
standards (enduring understandings)
– Provide students with concepts upon which to hang
the knowledge and skills required by curricular
objectives
Ideas on How To
• Teacher needs to identify
– What is historically significant
• Not prioritizing the curriculum
• Relates to big picture (enduring understandings)
– What is instructive for and interesting to students?
• What engages a students curiosity?
• Help students learn to question historical accounts
• Was the Trojan War a real historical event?
Goal
• Teach students the facts, stories, while at the same time
providing a background against which to place the
facts.
• Develop in students the ability to read, criticize, and
evaluate the stories of history and the use of facts
• Educate students to be historically literate
– Ability to evaluate historical arguments, and make decisions
given evidence regarding those arguments which is the most
plausible
Terms: Enduring Understanding
• Larger concepts, principles, or processes within a
domain
• Applicable to new situations within or beyond the
content
• Basis of conceptual teaching
– Provide scaffolding
– Standards provide specificity to concepts
• Example:
– Student will understand that constitutions establish the
rationale for, purpose of, and structure of a system of
government
Terms: Standards & Elements
• Standard: What a student is to know, understand
and be able to do
• Elements: expand and specific the standard
• Only standards and elements are testable
– If it is not in standard or element, not on test
• Help students grasp Enduring Understandings
• Georgia Performance Standards
Terms: Essential Questions
• Broad, overarching.
– Go to heart of discipline
– Reoccur natural in the
discipline
– No obvious right answer
– Raise other important
questions
• Example
– Is the US federal system and
effective form of government?
– Do constitutions reflect the
philosophy and beliefs of the
people governed?
• Unit, content specific
– Related to specific aspects of
content
– Frame specific set of lessons
or unit
– May be answered as result of
lesson,
– may not have a “right” answer
• Example
– What governmental structure
was established by the US
constitution?
Terms
• Knowledge
– Factual material a student
is expected to learn
– Material that is testable
– Provides facts that help
students understand
concepts
– Taken directly from
standard and elements
• Skills
– Specific skills related to
discipline students are
expect to learn and
become proficient in their
use
– Are to be integrated in to
the instructional unit, not
taught in isolation
– Taken from skills matrix
Standards Based Education
Model
Stage 1:
GPS
Standards
Above, plus
Elements
All Above, plus
Tasks
Student Work
Teacher
Commentary
Identify Desired Results
What do I want my students
to know and be able to do?
Big Ideas  Enduring Understandings 
Essential Questions
---------------------------------------
Skills and Knowledge
Stage 2:
Determine Acceptable Evidence
(Design Balanced Assessments)
How will I know if my students
know it and/or can do it?
(to assess student progress toward
desired results)
Stage 3:
Plan Learning Experiences and Instruction
All Above
What will need to be done to help my students learn the
required knowledge and skills?
(to support student success on assessments,
leading to desired results)
Standards and Elements
• SSUSH1 The student will describe European settlement in
North America during the 17th century.
a. explain Virginia’s development, including the Virginia Company,
tobacco cultivation, relationships with Native Americans such as Powhatan
development of the House of Burgesses, Bacon’s Rebellion, and the
development of slavery
•
b. describe the settlement of New England, including religious reasons;
relations with Native Americans, e.g., King Phillip’s War; the
establishment of town meetings and development of a legislature;
religious tensions that led to colonies such as Rhode Island; the halfway covenant; Salem Witch Trials; and the loss of the Massachusetts
charter
•
c. explain the development of the mid-Atlantic colonies, including the
Dutch settlement of New Amsterdam and subsequent English takeover, and
the settlement of Pennsylvania
•
d. explain the reasons for French settlement of Quebec
•
Stage 1: Identifying Concepts
• What are some major themes in this standard?
• Conflict and compromise
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Native Americans and colonists
African-Americans and colonists
Religious conflicts and toleration
Political development and relations with Great Britain
• Migration
– Free migration
– Forced migration
• Development of self-governance
– Massachusetts Bay Colony
– House of Burgesses
Standards and Elements
SSUSH8 The student will explain the relationship between
growing north-south divisions and westward expansion.
a. explain how slavery became a significant issue in
American politics including the slave of Nat Turner, and the rise
of abolitionism (William Lloyd Garrison, Frederick Douglas and
the Grimke sisters)
b. explain the Missouri Compromise and the issue of
slavery in western states and territories
c. describe the Nullification Crisis and the emergence of
states’ rights ideology, including the role of John C. Calhoun and
development of sectionalism
d. describe war with Mexico and the Wilmot Proviso
e. explain the Compromise of 1850
Stage 1: Identifying Concepts
• What are some major themes in this standard?
– Conflict and Compromise
• States rights & nullification
• Compromise 1820 & 1850
• slavery
– Migration
• Expansion of US territory (compromises and war with Mexico)
• States Rights
• Sectionalism
• slavery
From Big Ideas
to
Enduring Understandings
• What theme could tie these two standards
together?
– Students will understand that migration of
people into a new area produces a need for
compromise on the part of all groups and
when that compromise is not possible conflict
occurs
• Overarching: More abstract and general; relate
to many units of study
From Big Ideas
to
Enduring Understandings
• Focus specifically on a unit using same general concepts
• Topical: More specific; related to a single unit
– EX: Students will understand that expansion of the
United States (migration) between 1830 and 1850 and
the failure of compromise over that expansion
contributed to the Civil War (conflict)
– EX: Students will understand that the Civil War
(conflict) occurred when compromise over states
rights and slavery was no longer an option between
north and south as the United States expanded
Westward (migration)
From Understandings to Questions
• Students will understand that migration of people into a new
area produces a need for compromise on the part of all groups
and when that compromise is not possible conflict occurs
– ESSENTIAL QUESTION:
• What are the factors that lead to a failure of compromise when a
group of people migrate to a new area?
• Does a failure of compromise necessarily lead to conflict?
• How did the migration of Americans westward lead to a need to
compromise regarding slavery and states rights?
• What factors led to a failure of attempts to compromise as new states
were created through westward expansion?
From Understandings to Questions
• Students will understand that the Civil War (conflict)
occurred when compromise over states rights and slavery
was no longer an option between north and south as the
United States expanded Westward (migration)
– ESSENTIAL QUESTION
• What issues led to a need to compromise to admit new
states to the Union?
• What factors contributed to the failure of compromise
during the period 1830-1850?
• How did the migration of Americans westward contribute
to the need for compromise?
Knowledge & Skills
• Knowledge is taken from the standard and
elements
– Example: Compromise 1820, 1850, abolitionism
– For QCC use content descriptions
• Skills
– Select those skills wish to emphasize from skills
matrix
– Include both map & globe and info processing
Stage 2: Identifying How Students
Will Demonstrate Understanding
• How will my students demonstrate the
understanding of the concept(s), knowledge,
and skills?
• Use a variety of assessments
– Tasks are one form
– Should be designed as culminating activity (LFS)
What is a Task?
• Task is a way for students to demonstrate their
grasp of a concept
• Most likely a culminating activity
• Is one form of evaluating student learning
– Does not replace other forms of evaluation
– May be formative or summative
Brainstorm: What evidence
would be sufficient?
• Understanding of
– the concept of states’ rights views as held by John C.
Calhoun
– the position as presented by Daniel Webster as an
American ( not part of standard)
– the compromised proposed by Henry Clay and the
rationale for the compromise ( not part of standard)
– the relationship between states’ rights and the admission
of California as a state
• Explain the concerns of southerners and northerners
regarding the admission of California
Example task
• You are a member of the U.S. Senate from a northern
state. John C. Calhoun was brought into the Senate to
hear his speech read, Henry Clay spoke for two days,
and Daniel Webster has also spoken. You have been
asked by your constituents to summarize what
transpired and provide your opinion on the issue
facing the United States. Write an explanation of your
stance on states’ rights your opinion of the
Compromise plan and John C. Calhoun’s prediction.
Concepts and Tasks
• Concepts
– Should stretch across grade levels
– May encompass multiple standards and disciplines
of Social Studies
• Tasks
– Vary according to grade level
– May build from grade to grade
What’s next?
Plains Task Writing Workshops
• June 19-24, ’05 Middle & High School
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wrote draft enduring understandings and tasks
Presently revising and editing
05-06, teachers who wrote to pilot some tasks
June 2006 will finalize and prepare for training
Will have session at GCSS in Oct 06
• Elementary
– Will start this process June 2006
Training: Middle and High
School
• Will develop this year
• Start fall 2006
• Focus
– Conceptual teaching
– Unit design
• Duration probably 7 days over 2 years
WHAT IF WE…
What if we …
• Shared concepts with students?
– Purpose of concept is to help students understand
the relationship of historical, geographic, economic,
or governmental ideas
– Schema theory, need scaffolding to hang information
on
– Concepts provide scaffolding
What if we …
• Gave students major concepts at beginning of a
course?
– Spent short amount of time teaching major concepts
for the entire course
– Provide limited examples to expand the concept
• Organized remainder of year around these
concepts?
– Enriched concepts with examples and facts
What if we …
• Made concepts broad enough to encompass
multiple courses/grade levels?
– Used concepts from other courses or grade levels
– The student will understand that constitutions are
written to define the purpose, functions,
organization, and requirements of a government
What would happen
to student
achievement?