Transcript Social Studies Expectations Grades 6 to 12

Social Studies Expectations
Grades 6 to 12
Karen R Todorov
Social Studies Consultant
Michigan Department of Education
7/21/2015
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Karen Todorov
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K-12 Expectations are Written to
Provide. . .
 A planned transition from elementary to
middle school and high school
 A strong foundation for meeting the high
school content expectations
 K-12 vertical alignment
 Increased transparency between Michigan
and national standards
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K-5 Grade-Specific Context
 Kindergarten – Myself and Others
 1st Grade – Families and Schools
 2nd Grade – The Local Community
 3rd Grade – Michigan Studies including
Michigan History through 1837
 4th Grade – United States Studies including
Michigan History from 1830 to the present
 5th Grade – Integrated United States History
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6 – 8 Grade-Specific Context
 6th Grade – Western Hemisphere Studies
 7th Grade – Eastern Hemisphere Studies
 8th Grade Integrated United States History
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Building Up to
High School Credits/Courses
 World History and Geography
 United States History and Geography
 Economics
 Civics/Government
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The most significant changes
 World History as an added component to
hemisphere studies in Grades 6 and 7
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Policy on Learning Expectations
State Board of Education, 2002
• Gather Information
• Draw and Justify Conclusions
• Think and Communicate
Critically
• Create Knowledge
• Understand Information
• Organize and Communicate
Information
• Learn and Consider Issues
Collaboratively
• Act Ethically
• Analyze Issues
• Learn Independently

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Active Responsible Citizens
Our constitutional democracy requires active citizens. It
requires students to participate actively while learning in
the classroom.
Instruction should provide activities that actively engage
students so that they simultaneously learn about civic
participation while involved in the civic life of their
communities, our state, and our nation.
The social studies curriculum prepares students to
participate in political activities, to serve their
communities, and to regulate themselves responsibly.
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Citizen Involvement is Real in
Middle School
 GLCE for Social Studies, page 57
6 – P4.2.2 Engage in activities intended to
contribute to solving a national or international
problem studied.
6 – P4.2.3 Participate in projects to help or inform
others (e.g., service learning projects)
Michigan Community Service Commission
Angelia Salas, Service Learning Coordinator
[email protected]
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Citizen Involvement is Real in
High School
 HSCE for Social Studies, pages 60 and 61
6.1 Civic Inquiry and Public Discourse
6.2 Participating in Civic Life
6.2.7 Participate in a service-learning project, reflect
upon experiences, and evaluate the value of
the experience to the American ideal of
participation.
Michigan Community Service Commission
Angelia Salas, Service Learning Coordinator
[email protected]
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Service Learning Projects
 Please Note: Service learning projects need
not be folded into a semester course in
Civics, but could also be part of a larger or
year-long/semester-long project outside the
traditional course in Civics.
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What is service-learning?
 Picking up trash on a riverbank is
service.
 Studying water samples under a
microscope is learning.
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What is service-learning?
 When science students collect and
analyze water samples, document
their results, and present findings to
a local pollution control agency
… that is service-learning.
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What are the requirements?
 1. Meet a recognized need in the
community
Students work to identify pressing community
needs and devise and participate in projects
that address those needs.
 The Corporation for National and
Community Service categorizes community
needs as related to: health, education,
environment or public safety.
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2. Achieve curricular objectives
 Service-learning projects should meet
existing course outcomes in an experiential
manner. Engaging students in high quality
service-learning experiences develops skills
such as those assessed through GLCE and
the HSCE
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3. Reflect throughout experience
Reflection in the form of discussions, journaling,
performing, and writing, assist students in
understanding the connection of their
schoolwork to the service work performed.
Reflection helps students explore the cycle of:
What & Why? So What? Now What?
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4. Develop student responsibility
 High quality service-learning allows students to
take leadership and ownership over the projects
performed.
 Students learn important school, work, and life
skills such as working as a team, organizing and
scheduling activities, and problem solving when
given increased responsibility for the success of
projects.
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5. Establish community partnerships
 Service-learning experiences provide
opportunities for students to learn about their
communities, explore career possibilities, and
work with diverse groups of individuals. Quality
projects involve community organizations as
partners.
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6. Develop Plans Cooperatively
 A plan must be created which features specific
objectives to be achieved through the activity.
 Service-learning requires teachers, students,
and community organizations to carefully plan
out projects and work collaboratively.
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7. Equip students with knowledge
and skills needed for service
 Students are often required to conduct research,
read articles, and listen to guest speakers prior
to the activity.
 Students also may need to learn project specific
skills, as well as explore issues related to
citizenship and civic engagement.
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Digital Age Proficiency
The use of technology is critical for responsible
citizenship. Citizens must know how to read
and comprehend narratives from a variety of
sources, understand and use data effectively,
as well as know how to compile and present
valid and reliable data.
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Digital Proficiencies in Social Studies
 E mail
 Internet research
 PowerPoint construction
 Use of digital cameras
 Using video streaming and other technologies
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Understanding the Structure
 K-12 Organizational Chart, page 6
1.
2.
3.
4.
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History Standards, Themes, and Eras
Geography Standards
Civics Standards
Economic Standards and NAEP categories
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How to Decipher the Code
 Each Social Studies GLCE is made up of four
parts:
 the grade
 the standard category
 the standard
 the expectation.
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6–E2.3.1
 Grade:
6
 Standard:
E2
 Category Standard 3
 Expectation
1
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Things to Remember
These Documents. . .
GLCE for Social Studies, page 8
 Represent content not pedagogy
 Does not show an instructional sequence
 Require active, disciplined inquiry
 Should be used as guides for instructional
goals
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Grades 5-8 Organization
 Grades 5-8 Organizational Chart, page 34
 General Knowledge, Processes, and Skills,
page 35
 Foundations from Grade 5 for teaching U.S.
History and Geography Eras 3 to 6
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Options for Organizing the Year
 GLCE for Social Studies, page 43
Samples illustrate:
1.
2.
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Hemispheric splits, and
Ancient World Studies and Geography splits
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Contemporary Investigations as
Capstone Projects
What is a capstone project?
A capstone project:
1. Relates the past to the present
2. Uses Historical Inquiry, Analysis, and
Understanding
3. Uses Geographic Habits of Mind
to conduct a contemporary investigation of a
challenge facing the world today.
pages 45, 54, 57, 67, and 71
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Building on Prior Knowledge of
History
 Foundations
World History and Geography, page 21
 United States History and Geography,
page 40
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Building on Prior Knowledge
Civics/Government and Economics
Civics/Government, Vertical Alignment
 Economics, Vertical Alignment
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Creating Units of Instruction
 Step 1: What GLCE does the unit address?
 Step 2: Identify big ideas.
 Step 3: Identify essential questions.
 Step 4: Identify the skills and concepts
needed for the unit.
 Step 5: What assessment will be used at the
end of the unit?
 Step 6: What intermediate assessments will
be used?
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Step One: Select the GLCE for the
Unit
“challenges faced by the new nation
and the development of a new plan for
governing”
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8 – U3.3.1
8 – U3.3.2
8 – U3.3.3
8 – U3.3.4
8 – U3.3.5
8 – U3.3.6
8 – U3.3.7
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A Grade 8 Unit:
“challenges faced by the new nation and the development of a new plan
for governing”
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8 – U3.3.1 Explain the reasons for the adoption and subsequent failure of the Articles of
Confederation
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8 – U3.3.2 Identify economic and political questions facing the nation during the period of the
Articles of Confederation and the opening of the Constitutional Convention.
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8 – U3.3.3 Describe the major issues debated at the Constitutional Convention including the
distribution of political power, conduct of foreign affairs, rights of individuals, rights of states,
election of the executive, and slavery as a regional and federal issue.
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8 – U3.3.4 Explain how the new constitution resolved (or compromised) the major issues including
sharing, separating, and checking of power among federal government institutions, dual
sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths
Compromise, and the Great Compromise.
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8 – U3.3.5 Analyze the debates over the ratification of the Constitution from the perspectives of
Federalists and Anti-Federalists and describe how the states ratified the Constitution
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8 – U3.3.6 Explain how the Bill of Rights reflected the concept of limited government, protections of
basic freedoms, and the fear of many Americans of a strong central government.
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8 – U3.3.7 Using important documents, describe the historical and philosophical origins of
constitutional government in the United States using the ideas of social compact, limited
government, natural rights, right of revolution, separation of powers, bicameralism, republicanism,
and popular participation in government.
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Step 2: Identify a Big Idea
 Documents of a nation reflect the ideals of
their people.
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Step 3: Write an Essential Question
 How do the views of the individuals regarding
governing and power challenge a new
nation?
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Step 4: Write Focus Questions
 How did Colonial and early documents of the
United States reflect the ideals of Americans
during those eras?
 How did the new Constitution reflect founding
ideals and solve some of the problems of the
Articles of Confederation?
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Step 5: Identify Skills and Concepts to
be taught or reinforced
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Creating timelines
Using chronological thinking
Creating historical narratives
Using records and artifacts
Describing events from a variety of viewpoints
Identifying and asking historical questions
Using primary and secondary sources
Using informational text and data
Using case studies
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Step 6: Create Intermediate Unit
Evaluation
 Map work
 Venn diagram of the Articles of Confederation
and the Constitution
 Chart on Bill of Rights
 Timeline on writing and adopting the
Constitution
 Quiz
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Step 7: Final Unit Assessment
 Create a digital project that describes the
problems associated with the Articles of
Confederation and evaluates how well the
new Constitution solved them from a variety
of viewpoints.
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What HSCE does the unit address?
Economics Unit: Developing Nations
3.1.2 Developing Nations
3.1.3 International Organizations and the World
Economy
3.1.4 GDP and Standard of Living
3.1.6 Impact of Transitional Economies
3.2.1 Absolute and Comparative Advantage
3.2.5 The Global economy and the Marketplace
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What are the Big Ideas
1. Seventy-five percent of the people on the
earth live in a developing nation.
2. Balanced economies are needed for a
country to experience growth.
3. Developing nations are plagued with social
problems such as rapidly growing
populations, high infant mortality, short life
expectancy, high illiteracy, poor health care.
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What are some Essential Questions?
1. Should developed countries assist in the
economic development of developing
nations?
2. Should developed nations give priority to
transitional economies?
3. What factors affect the growth of developing
nations?
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What Knowledge and Skills needs to
be developed or reinforced?
1. Explain why surplus is necessary for
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economic growth.
Use research and maps to hypothesize
about developing nations.
Describe general characteristics of
developing nations.
Use maps to locate developing nations.
Use vocabulary terms associated with
developing nations.
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What End-of-Unit Assessment will be
used?
Task
Create a digital presentation which compares
two nations based on their status as a
developed or developing nation including
resource use, health, literacy, GDP,
development stage, current national
challenges; and hypothesize the treatment of
each by the international community.
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What Assessment Will be Used During
the Unit?
Other Evidence
Quiz on facts about developing nations
Vocabulary activity
Map work
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Techniques of Authentic Instruction
What do we want students to know?
GLCE/HSCE or Guidelines
Big Ideas
Essential Questions
Knowledge and Skills to be
developed or reinforced
How will we know that students have learned
what we want them to know?
Task
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Other Evidence
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For more information, please contact
Karen R. Todorov
Social Studies Consultant
Michigan Department of Education
[email protected]
Susan Codere Kelly
HSCE Project Coordinator
Michigan Department of Education
[email protected]
[email protected]
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