Transcript Rollout Training Social Studies - GADOE Georgia Department of

Rollout Training
Social Studies
Dr. Bill Cranshaw
Social Studies Program Manager
Georgia Department of Education
Items of Interest
 Court of Appeals Oratorical Competition
 VFW Scholarship competition
 Bill of Rights Institute
 Constitution Day material
 LRE info
 Looking to develop Law Honor society
 APS magnet school, Law & Justice
 The 9-12 smooth GPS are posted
 8th grade new standard
Social Studies Web page
 Developing web page
 Access through the C&I page
 Expect up in 4-6 weeks
 Info
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Quick access to georgiastandards
Calendar, training and other things
News, info, links
Contact info
 What else would you like to see?
Agenda & Goal
 Agenda
 Training overview of Year 1
 Day 1 detail
 Social Studies curriculum map template
 Goal
 Prepared for rollout training
 Input on training
 Discuss DOE requirements for DOE
sample frameworks
Registration
 Registration procedures
 System decision who does registration
 Can be teacher, coordinator, principal,
etc
 For more than 3 per focus contact Marcia
Mayo
 Open georgiastandards.org
 On home page top right, click training
 Will take you to following page
Registration access
Select desired training
After selecting desired training screen
Will look the same. You must scroll down
To access the training locations
Click to
register
Training Overview: Year 1
 Day 1 Curriculum Mapping
 Curriculum familiarity/Rigor and Relevance
 Developing unit overviews
 Day 2 Unit building/Balanced Assessment
 Morning, unit themes, EU’s &EQ’s
 Afternoon, developing balanced assessment plan
 Day 3 Performance Task development
 Developing and writing performance tasks
 Rubrics
 Day 4 Instructional Strategies
 Teaching for understanding
 Rigor & Relevance
Training Specifics
 Two focus groups
 World (Bill), 6,7,World History & Geography
 US (Chris), 8, US History, Am Gov’t & Econ
 Training differences
 None
 Information is the same in both
 If you are doing training, only need to attend
one session
 Can attend twice
 Only difference is examples and product
Training Specifics
 8:30-3:30
 Need to be there for entire time
 Lunch & coffee on own
 Who attends?
 Recommended for each focus group
 1 middle, 1 high
 3rd your choice, admin, spec ed, coordinator
 Best if can send same people for each day
 Structure builds from day to day
 Change participants loose continuity
Training Materials
 Books to be provided participants
 How Students Learn History in the
Classroom
 Curriculum Standards in Social Studies
(NCSS)
 Social Studies and the World (NCSS)
 A Link to the Past: Engaging Students in
the Study of History (may be late) (NCSS)
 Building a US History curriculum (NCHE)
 Building a World History curriculum (NCHE)
Training Materials
 CD
 Info on conducting redelivery
 Annotated copy of PowerPoint
 PowerPoint
 Standards (K-12)
 Paper copy
 Annotated PowerPoint
 Standards (K-12)
 ETTC
 On-line training
 Provide training for new teachers
 Way to review, or conduct redelivery
 Estimated cost $8.00/teacher for Days 1-4
Day 1 Training
 Knowledgeable of the Social Studies GPS
 Explain of the ladder aspect of the Social
Studies GPS
 Familiar with Standards Based Educational
Model
 Explain relationship of conceptual teaching to
GPS
 Understand and be able to use the Social
Studies Curriculum Map template
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Grouping standards by themes/ideas (unit focus)
Unit connecting themes
Unit specific themes
 Develop rough draft Curriculum Map
Day 1 Training
 Part I: Intro
 Redelivery expectations
 Standards Based Educational Plan
 Part II: Overview of Social Studies GPS
 Two activities
 Exploring GPS
 Vertical alignment
 Discussion of difference between QCC & GPS
Day 1 Training
 Part III: Conceptual Teaching and
Learning
 Importance of
 Relationship to learning
 3 Principles of
 Completes the morning session
Day 1 Training
 Part IV: Unit Design (all afternoon)
 Discussion of unit composition and
importance in Social Studies GPS
 Overview of unit design template
 Unit connecting themes
 Unit specific themes
 Major emphasis, develop a rough draft
 Examples will be available
DESIGNING UNITS
for
SOCIAL STUDIES GPS
Developing the Curriculum Map
DOE requirements
 Framework
 Complete year of instruction
 Extremely detailed
 Units
 Complete be able to take off shelf and teach
 Multiple for each topic/grade
 Performance tasks
 Multiple for each standard
 Goal is performance tasks to be as real world
related and as challenging as possible
 Can be differentiated
Unit Design
 A unit is the overall organizing component of
the curriculum
 Unit is identified by themes or concepts
 More than one theme or concept in a standard
 More than one standard in unit
 Are no correct themes or concepts
 Unit provides students with themes or
concepts upon which to hang the knowledge
and skills required by curricular objectives
 Scaffolding
 Schema theory
 A unit is not a standard, a standard is not
a unit
The Social Studies Unit Design
Template
Stage 1: Course Planning Middle/High School: Curriculum Map—
Grade/Course:
Standards:
Standards:
Standards:
Standards:
Unit One focus:
Unit Two focus:
Unit Three focus:
Unit Four focus:
UNIT CONNECTION THEME
Unit Specific Theme
Unit Specific Theme
Unit Specific Theme
UNIT CONNECTIONS THEME
UNIT CONNECTION THEME
Unit Specific Theme
Unit Specific Theme
Unit Specific Theme
UNIT CONNECTIONS THEME
UNIT CONNECTION THEME
Unit Specific Theme
Unit Specific Theme
Unit Specific Theme
UNIT CONNECTION 2
UNIT CONNECTION THEME
Unit Specific Theme
Unit Specific Theme
Unit Specific Theme
UNIT CONNECTION 2
:
Unit Connecting Themes
 The key to Social Studies Performance
Standards is the use of themes that provide
connections between units.
 Themes or broad concepts
 Provides schema for students to organize
knowledge.
 Links previous knowledge with new knowledge.
 Ideas that go beyond the standards
 Provide connection between grade levels and
domains
 Examples
 Migration/Movement
 Time, Change, and Continuity
Unit Specific Themes
 Themes taken from the standards or
elements
 Topics related to that unit
 Movement/Migration (unit connecting theme)
 Territorial growth
 Westward population growth
 Transportation
 Not a list of knowledge from the standards
and elements
 Movement
 Northwest Ordinance
 Louisiana Purchase
Step A: Course Planning Map—Grade/Course: US History (Block Schedule Pacing)
Standards: 1-5
Standards: 6-10, 11b
Standards: 11-14, 16b, 17-18
Standards: 14-16a, c, d, 19-20
Unit One focus:
Creation of our Nation
Unit Two focus:
A Divided Nation
Unit Three focus:
Expansion and Reform
Unit Four focus:
World Power
Movement
-Colonization
-Physical Migration
∙Free
∙Forced
-Importing of Intellectual Ideals
Social & Political Interactions
-Key Documents
-Colonial Governments
-National Governments
Conflict & Compromise
-European/Native American conflict
-Revolution
-Constitutional Process
Movement
-Territorial Growth
-Transportation
Social & Political Interactions
-National Identity
-Reconstruction
-Reform
-Changing Roles of the Branches
of Government
Conflict & Compromise
-War
-Sectionalism vs. Nationalism
Trade, Industry, and
Technology
-Industrial Revolution
-Agrarian vs. Industrial
Movement
-Immigration
-Westward Migration
-Imperialism
Conflict & Compromise
-Western Conflicts
-Populist Movement
Social & Political Interactions
-Reform
-Changing Role of Government
Cultural Variation
-Assimilation
-Reaction to Immigration
Trade, Industry, & Technology
-Industrialization
-Economic Reform
-Causes and Effects of Great
Depression
Conflict & Compromise
-World Wars/Regional Conflicts
-Cold War
Social & Political Interactions
-Expansion of the Federal
Government
-Changing Women’s Roles
-Reaction to Threats to Democracy
Trade, Industry, & Technology
-Development of the Media
-Demands on Industrial Productivity
-Technological Advancements
Cultural Variation
-Cultural Transitions and
Developments
-Differing War-time -Views of
Ethnic Groups
Globalization
-Post-War Policies
-International Relations
Step A: Course Planning Map—Grade/Course: World
History
Standards:
SSWH 1,2,3,6a, 8
Standards:
SSWH 4,5,6b-d ,7, 12
Standards:
SSWH 9,10,11,13,14
Standards:
SSWH 15-21
Unit One focus:
Rise of Civilizations in
Mesopotamia, Africa India, China,
and Meso-America
Unit Two focus:
Empires & Kingdoms: Growth
and expansion
Unit Three focus:
Emergence of Modern World
through social, political and
economic changes
Unit Four focus:
The Interconnected World:
transactions through globalization
How civilizations develop
The need for societies
Common characteristics (what makes
a civilization?)
Unique civilizations
Impact of influential individual
Characteristics of various cultures
Religious development and influence
Writing and language
Movement
Why trade developed
Consequences of trade
Power, authority, & governance
Development of government
Relationship of religion and political
authority
Characteristics of various cultures
Role of women
Diffusion of religious beliefs
Acculturation of religion, law, and
the arts
Movement
Development and expansion of trade
networks
Interaction among empires
Conflict and Compromise
Rise and fall of civilizations
Power, Authority, & Governance
Political diffusion among empires
Political, economic, and social
structure of empires
Characteristics of various cultures
Renaissance, reformation,
humanism
Influential people
Movement
Impact of exploration and expansion
Influence of technological innovation
Conflict & Compromise
Consequences of revolutions and
rebellions
Political and social changes
Change, Continuity
Contributions of artists and scientists
Power, Authority & Governance
Enlightenment (questioning
ideology)
Mercantilism
Characteristics of various cultures
Global effect of war on society
Movement
Industrialism and the supply of
natural resources
Ethnic conflicts
Conflict & Compromise
Wars, conflicts and their global
impacts
Treaties and their impact
Terrorism and its worldwide effects
Change, Continuity
Global and economic organizations
and its connections
Global impact of Imperialism and
Nationalism
Changing role of women in political
and economic affairs
Consequences of Holocaust
Power, Authority & Governance
Influence of foreign domination
Stage 1: Course Planning: Unit Specific Plan/Map—Grade/Course:__________ Unit _
Elaborated Unit Focus:
History
Geography
Civics/Government
Economics:
Enduring Understandings and Essential Questions
ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS
Enduring Understanding
Essential Question
Enduring Understandings
 Statements that explain, expand the unit
connecting themes for students, parents,
administrators.
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Have lasting value beyond classroom
Central to discipline
Transferable to new situations
2-3 probably best per unit
 Students will understand that
movement/migration of people into an area
has an impact on all facets of life, political,
social, and economic.
Essential Questions
 Two types, broad and specific
 Broad
 Reflect important issues, problems, and
debates in domain
 Usually don’t have a single answer
 Unit specific
 Can be answered after a period of
instruction
 Usually have an answer
Stage 2: Determine Appropriate Assessments
Grade Level/Subject_________________ Unit One Focus:________________
Informal
Observation
Dialogue and
Discussion
Selected
Response
Constructed
Response
Sample Culminating Performance Task(s) For Unit ____
Task 1:
Differentiation, modifications and/or accommodations:
Map and Globe Skills:
Information Processing Skills:
Self-Assessment
Stage 3: Teaching Strategies: Sequence of Instructional Strategies
Sample Teacher activities
Sample list of resources for this unit
Sample student centered activities
Future plans
 Meetings after each training cycle
 Oct 24 ’06
 Jan 26 ‘07
 Apr 24 ’07
 Run 9:30am – noon
 Review comments on previous
training and overview of next training