Transcript Welcome! Social Studies Committee

Social Studies Standard
Articulated by Grade Level
Arizona Department of Education
Public Forums - Videoconferences
August 23 – 24, 2005
Social Studies Standard
Articulation Project
• A collaborative effort of:
– Social Studies Task Force
– Social Studies Articulation Committee
– Universities and Colleges
– Professional Organizations
Social Studies Committee Members
Represent:
• Geographic and ethnic diversity of the state
• Grades K – 12, colleges and universities
• Rural and urban communities and school
districts, including those on Indian Reservations
• Large and small school districts
• Charter schools
• Different levels of teaching experience
Participating Districts
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Amphitheater
Benchmark Charter
Bullhead City
Cartwright
Casa Grande
Challenge Charter
Chandler
Chinle
Chino Valley
Cottonwood - Oak Creek
Deer Valley
Gilbert
Glendale
Kyrene
Lake Havasu
Maricopa County
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Mesa
Miami
Paradise Valley
Peoria
Prescott
Sacaton
Salt River
Scottsdale
Sierra Vista
Tolleson
Tuba City
Tucson
Washington
Winslow
Yuma
Statewide Representation
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Sierra Vista
Phoenix
Winslow
Tucson
Paradise Valley
Cottonwood
Casa Grande
Prescott
Scottsdale
Mesa
Peoria
Mohave Valley
Yuma
Flagstaff
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Lake Havasu
Buckeye
Glendale
Salt River Indian Community
Chandler
Chino Valley
Tuba City
Miami
Gilbert
Sacaton- Gila River Indian
Community
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• Tempe
• Tolleson
Universities and Colleges
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Arizona State University
Arizona State University West
Northern Arizona University
University of Arizona
Grand Canyon University
Mesa Community College
Scottsdale Community College
Professional Organizations
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Arizona Council for the Social Studies
Arizona Geographic Alliance
Arizona Council for Economic Education
Arizona Historical Society
Arizona Civics Coalition
Bill of Rights Institute
National Council for the Social Studies
Kids Voting, USA
Timeline of the Standard Project
• Spring 2004 – Task Force decided on the
need for articulation of the Social Studies
Standard
• June 2004 – Committee was formed
following the established ADE procedures
and began development of the Standard
Timeline - continued
• March 2005 – Social Studies Standard
Draft went through a Public Review
Process
• April – June 2005 – Social Studies
Standard writing committee reviewed
comments from the public and external
reviewers and revised the draft
accordingly
Timeline - continued
• June 27, 2005 – Revised draft submitted
to the State Board for adoption
– Board requested:
• additional clarification of K-3 content
• additional opportunities for public input
• a two-year period to transition from the “current”
document to the “new”
Timeline - continued
• July - August 2005
– Committee members met and clarified
primary content
– Additional revisions made to K -8 based on
public, university and State Board input
– Newly-revised draft posted for public review
– Two-year transition plan developed
Cross Curricular Connections
• K- 8 reference library (trade books):
– Aligned to Social Studies and Science standards
– Developed by teachers
– Already in progress; will be accessible on the IDEAL website
• Correlation of K-6 reading programs to Social Studies
and Science standards
• Planned trainings in curriculum mapping and cross
curricular lesson planning
Timeline - continued
• August 31, 2005 -Committee will
reconvene to review public feedback and
revise document accordingly
• September 26, 2005 – Revised draft will
be presented to State Board for adoption
The Committee’s shared vision
(the intent) of the document:
• Our students will be prepared to
function as informed citizens of a
democratic nation and a global
community;
• be knowledgeable of U.S. and world
affairs to more effectively participate in
an increasingly interdependent world.
Design
• Strands
– Five: US History, World History, Civics,
Geography, Economics
• Scope and Sequence
– K-3 introduces concepts
– 4-8 revisits concepts in more depth
– High School analyzes concepts in great
depth
Considerations in Articulating by
Grade Level:
• Specificity:
–How general/how detailed?
–How much/how little?
Specificity
Diverse Audience/Users:
–How will we provide both
inexperienced teachers new to the
content, and veteran teachers with
content expertise, a clear
understanding of what is expected?
Specificity
Consistency:
–How will we ensure that content
does not vary depending upon the
school students attend or the
instructional materials they use?
Specificity
Clarity:
–How will we clearly distinguish what
knowledge, skills and abilities
students need to know and be able
to do at each grade level,
particularly in measuring learning
(assessment)?
Specificity
Cohesiveness:
– How will the content spiral through
the grades to develop depth of
understanding over time?
Scope and Sequence K-1
• Kindergarten History Strands introduce the concept
of exploration as a means of discovery and a way of
exchanging ideas, goods, and culture. Important
presidents and symbols of our country are also
introduced.
• First Grade History Strands introduce the concept
that settlement enabled cultures and civilizations to
develop in different places around the world,
advancing their own and later civilizations.
Exploration is revisited by introducing the impact of
interaction between Native Americans and
Europeans during the period of colonization.
Scope and Sequence - Grades 2-3
• Second Grade History Strands introduce how the
United States became a nation. The impact of
exploration is revisited through the introduction of
western expansion of the New Nation. The
development and contributions of cultures and
civilizations are expanded into the continent of Asia.
• Third Grade History Strands introduce the reasons
for and effects of exploration as a foundation for
further study in fourth and fifth grades. The
development of our nation from the Civil War through
the early 20th century is introduced. The
development and contributions of cultures and
civilizations are expanded through the introduction of
ancient Greece and Rome.
Scope and Sequence - Grades 4 -5
• Fourth Grade History Strands emphasize the history of
Arizona and the Southwest from its earliest civilizations
to modern times. Early civilizations in Central and South
America, as well as concurrent events in the Middle
Ages which spurred exploration of the New World, are
studied to provide a foundation for the study of the
Southwest.
• Fifth Grade History Strands emphasize American history
from the earliest Native American cultures through the
Civil War. The issues of exploration and rebellion as they
occurred throughout the world are also studied in more
depth.
Scope and Sequence - Grades 6 -8
• Sixth Grade History Strands emphasize World history
from its earliest cultures through the Industrial
Revolution, including the Industrial Revolution in the
United States.
• Seventh Grade History Strands emphasize American
history from the Civil War to World War II, the causes
and effects of world wars, the concept of imperialism
and its impact on world events.
• Eighth Grade History Strands emphasize the
historical foundations and democratic principles that
framed our Constitution and led to our form of
democracy. Postwar events to the contemporary
world are studied.
Revisions to the
June Draft
K – 8 Scope and Sequence
Added
• A Scope and Sequence of the main
concepts, the “big ideas” taught in the
History Strands, has been added for
clarity on page viii of the document.
July-August Revisions
• Rewording of Grades K-3 POs - per
discussions with Early Childhood
Specialists
• In the stem of the PO, emphasis was
placed on the concept, the “big idea”,
rather than an individual or an event.
Example - Kindergarten
PO 1. Identify Christopher Columbus
as an early European explorer of
North America.
was changed to:
Example - Kindergarten
PO 1. Recognize that explorers (e.g.,
Columbus, Leif Ericson) traveled to places
in the world that were new to them.
The “big idea” is that explorers traveled
to new places, not the identity of
specific explorers.
Deletion of POs or bullets rationale
• “Grain size” was inconsistent: too small or too
large
• Fragments: POs that lacked connections to
other POs in the Concept, Strand, or other
Strands
• Skill required is not developed at this grade level
Too large in “grain size”
Example – Sixth Grade
PO 2. Describe the impact of innovations and
inventions developed during the Industrial
Revolution:
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textile industry – factory system, sewing
machine, cotton gin
manufacturing – mass production of
interchangeable parts and assembly lines
steel industry
transportation – road improvements, steam
power, railroad
Too large in “grain size”
was changed to:
PO 2. Describe how innovations and
inventions during the Industrial
Revolution impacted industry,
manufacturing, and transportation.
Lacked connections within Strand
Example – 2nd Grade
Concept 7: Age of Imperialism
PO 1. Recognize reasons (e.g., land, world
power, resources) why England and Spain
wanted to rule other countries (Africa, Americas).
Deleted – Does not connect with content in this
or other Strands
Expected skill level
Example - Kindergarten
PO 1. Name days of the week and
months of the year.
Deleted -Skill required is not yet
introduced/developed at this grade level;
does not align with Math Standard for
Kindergarten
July-August Revisions:
Addition of POs - rationale
• When a transition was needed to address
identified gaps between concepts or POs
• When content required clarification
• When emphasis was needed on the “big idea”
of the concept or strand
Smoother transition
Example – Second Grade
PO 1. Recognize that American colonists
and Native American groups lived in the
area of the Thirteen Colonies which were
ruled by England.
New PO added for transition from Native
Americans to colonization to American
Revolution
Clarify content
Example – Kindergarten
PO 2. Recognize that exploration resulted
in the exchange of new ideas, culture, and
goods (e.g., foods, animals, plants,
artifacts).
Clarify content
New PO added to clarify why students are
learning that explorers traveled to places
that were new to them (PO 1).
PO 1. Recognize that explorers (e.g.,
Columbus, Leif Ericson) traveled to places
in the world that were new to them.
Emphasize the “big idea”
Example – Second Grade
Describe how trade (e.g., Marco Polo’s travels
to Asia) led to the exchange of goods (i.e.,
spices, silk) and ideas.
New PO added to emphasize the “big idea” of
the Strand: that civilizations developed and,
through exploration and trade, shared
knowledge and ideas.
July-August Revisions: Change in
wording of POs -rationale
• To eliminate the perception that bullets or
e.g.s are “lists” to be memorized
• To clarify the intent of the PO or Concept
• To make POs more manageable for
students and teachers
• To combine POs with similar content
Bullets and e.g.s are not “lists” to be
memorized
Example - Third Grade
Identify different levels of government (e.g.,
local, tribal, county, state, and national).
was changed to:
Bullets and e.g.s are not “lists” to be
memorized
Recognize that there are different levels of
government (e.g., local, tribal, county,
state, and national).
Students are not expected to memorize the
Different levels of government, but to
understand that there are different levels in
our system of government.
Clarify the intent of the PO or Concept
Example – First Grade
PO 1. Discuss the ancestors of the
Native American as hunters and
gatherers.
PO 2. Identify prehistoric Native
American cultures in the Southwest
region of North America (e.g.,
Mogollon, Anasazi, Hohokam).
Clarify the intent of the PO or Concept
The two POs were reworded and replaced by:
PO 1. Recognize that the development of farming
allowed groups of people to settle in one place
and develop into cultures / civilizations (i.e.,
Anasazi, Hohokam, Moundbuilders, Aztec,
Mayan).
The intent of the Concept, showing the link
between the ideas of the two original POs, was
missing. It was restated and clarified in the new
PO.
More manageable for students and
teachers
Example – Third Grade
PO 1. Describe the contributions made by the
following people in American history and the
continuous impacts they made on the Civil Rights
movement in the United States (e.g., Susan B.
Anthony, Eleanor Roosevelt, Mary McLeod Bethune,
Jackie Robinson, Rosa Parks, Martin Luther King Jr.,
Malcolm X, Elizabeth Cady Stanton, César Chavez,
Annie Wauneka).
was changed to:
More manageable for students and
teachers
PO 1. Recognize that individuals (e.g., Susan B. Anthony,
Mary McLeod Bethune, Jackie Robinson, Rosa Parks,
Martin Luther King Jr., César Chavez, Annie Wauneka)
have supported the rights and freedoms of others.
The objective for the students is restated to
understand that individuals have supported
the rights of others; the list of examples
suggested to the teacher are more
manageable in the new PO.
Combining POs with similar content
Example – Fourth Grade
PO 1. Describe the reasons for early Spanish
exploration of Mexico and the Southwestern region of
the United States.
PO 2. Describe how the following Spanish explorers
contributed to the development and settlement of the
Southwest:
– Cabeza de Vaca
– Estevan
– Fray Marcos de Niza
– Francisco Vásquez de Coronado
Combining POs with similar content
were combined into one PO:
PO 1. Describe the reasons for early Spanish
exploration of Mexico and the Southwestern
region of the United States by:
– Cabeza de Vaca
– Estevan
– Fray Marcos de Niza
– Francisco Vásques de Coronado
Key Features of the
Standard Document
Key Features of the Revised
June Draft
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Revisions
Concept Descriptors
Use of i.e. and e.g.
Integration
Notes to the teacher
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Spiraling
Integration
Research Skills
Contemporary U.S. and World
Revisions - How to Read the Document
• Black text - Revisions made in response to
the March public review for the June draft
• Blue strikeout text – Performance Objectives
in the June draft that were deleted or
modified
• Red text – New Performance Objective or
new wording for an existing Performance
Objective revised during July/August
Key Features of the Document –
Concept Descriptors
• Concept Descriptors appear on pages 1 –
4 of the document
• Concept Descriptors present the “big idea”
or key understanding that is to be taught
through the Performance Objectives
Key Features of the Document –
Use of i.e.
• i.e. – specific items that must be
included in the study of the topic
Grade 8 Strand 3
Concept 2: Structure of Government
PO 5. Describe the line of succession to the
presidency (i.e., 25th Amendment, through
Cabinet members).
Key Features of the Document –
Use of e.g.
• e.g. – suggestions for the teacher; items
from which they may choose an example;
the teacher may choose to use another
example not included in the e.g.
Grade 7 Strand 1
Concept 7: Emergence of Modern U.S.
PO 4. Identify the following groups’ contributions to
the changing social and political structure of the
United States:
c. industrialists (e.g., Andrew Carnegie, John D.
Rockefeller)
Key Features of the Document Integration
• In grades 4 – 8, American and
World History complement each
other to offer students a picture of
our country’s history in view of
world events.
Integration
• Geography, Economics and Civics
are integrated within the context of
American and World History as
appropriate.
Integration
• Performance Objectives are not
designed to be taught in isolation,
but in clusters.
Example – The Industrial
Revolution
• Grade 6
• Connections between Strands
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Strand 1- American History
Strand 2- World History
Strand 4- Geography
Strand 5- Economics
• Twelve Performance Objectives can be
addressed with this topic
Example of Strand Integration
Strand 1- American History
Concept 7: Emergence of the Modern
United States
PO 3. Discuss how the Industrial Revolution in
the United States was supported by multiple
factors (e.g., geographic security, abundant
natural resources, innovations in technology,
available labor, global markets).
PO 4. Determine the effect of the Industrial
Revolution on the United States.
PO 5. Discuss the relationship between
immigration and industrialization.
Strand Integration - Sixth Grade
Strand 2- World History
Concept 5: Encounters and Exchange
PO 2. Describe how innovations and
inventions during the Industrial Revolution
impacted industry, manufacturing, and
transportation.
PO 3. Determine the effect of the Industrial
Revolution on the Western World.
Strand Integration - Sixth Grade
Strand 4- Geography
Concept 2: Places and Regions
PO 2. Describe the factors that cause regions
and places to change.
Concept 4: Human Systems
PO 4. Identify factors (e.g., river/coastal
civilizations, trade, Industrial Revolution). that
influence the location, distribution, and
interrelationships of economic activities over
time in different regions.
Strand Integration - Sixth Grade
PO 6. Describe how changes in technology,
transportation, communication, and resources
affect the location of economic activities in
places and world regions (e.g., Industrial
Revolution, Imperialism).
Concept 5: Environment and Society
PO 1. Describe ways that human dependence on
natural resources influences economic
development, settlement, trade and migration.
Strand Integration - Sixth Grade
Strand 5- Economics
Concept 1: Foundations of Economics
PO 5. Explain how trade promoted economic
growth throughout world regions.
Concept 2: Microeconomics
PO 1. Describe how investment in human capital
(e.g., education, job training, apprenticeships)
leads to economic growth.
PO 2. Describe how investment in physical capital
(e.g., factories, machinery, and new technology)
leads to economic growth.
Key Features of the Document –
Notes to the Teacher
• Teacher instructions and notes are included in
Grades K – 6 to guide teachers:
– in the spiraling of concepts through the grade
levels
– in content integration across the Strands
Notes to Teacher - Spiraling
• Example - Fifth Grade
Concept 6: Civil War and Reconstruction
(Note: The Civil War was introduced in
Grade 3 and the Civil War in Arizona was
taught in Grade 4.)
Notes to Teacher - Integration
• Cross-references between Strand
concepts is provided in Grades K – 6
Example – Fifth Grade
Strand 3 - Civics
Concept 2
PO 2. Describe how the Constitution is
designed to limit central government
(e.g., freedom from a controlling
monarchy).
Connect with:
Strand 1 Concept 3, 4
Notes to Teacher - Integration
Strand 1 -American History
Concept 4
PO 5. Describe how one nation
evolved from thirteen
colonies through the
following events:
a. Constitutional Convention
b. George Washington’s
presidency
c. creation of political parties
Connect with:
Strand 3 Concept 2, 3, 5
Strand 3 - Civics
Concept 2
PO 2. Describe how the
Constitution is designed to
limit central government
(e.g., freedom from a
controlling monarchy).
Connect with:
Strand 1 Concept 3, 4
Notes to Teacher - Integration
• Correlation to other articulated
standards is provided in Grades K - 6
Example – First Grade
Strand 4 - Geography
Concept 4
PO 3. Describe how people earn a living in the community
and the places they work.
Connect with:
Reading Strand 2 Concept 2
Strand 5 - Economics
Concept 1
PO 5. Recognize various forms of U.S. currency.
Connect with:
Math Strand 1 Concept 1
Notes to Teacher - Research Skills
• Concept 1: Research Skills for History
– These performance objectives are identical in
Strands 1 and 2.
– They are intended to be taught in conjunction
with appropriate American or World History
content, when applicable.
Notes to Teacher –
Contemporary U.S. and World
• Strand 1
– Concept 10: Contemporary United
States: 1970s – Present
• Strand 2
– Concept 9: Contemporary World
Notes to Teacher –
Contemporary U.S. and World
Both concepts explore current events and
issues as they shape our nation and the
global community in which we live.
They are included at every grade level
as a study of current events.
In Summary
• Concepts are the focus of
understanding;
• performance objectives are the
means to teach that concept
In Summary
• Concepts are designed to be:
– introduced in the primary grades so that
students can gain awareness of the world;
– developed in the intermediate grades so that
students can expand what they know;
– studied in depth in high school so that
students can critically analyze the dynamic
interaction of the five strands of the standard
In Summary
• Specificity provides:
– clarity
– consistency
– cohesiveness
Public Review
• Visit the ADE website
http://www.ade.state.az.us/ for information
on how to provide feedback on the
Standard Draft:
Public Review - Feedback
– Survey
– Email [email protected]
– FAX
– U.S. Mail
– Share comments tonight
Thank you for joining us this evening.
We appreciate your time and your interest in
the Social Studies Standard.
Marie Mancuso
Deputy Associate Superintendent
Carol C. Warren
Education Program Specialist – Social Studies