Transcript social studies gps overview

SOCIAL
STUDIES
GPS
OVERVIEW
Dr. Bill Cranshaw
Social Studies Specialist
Curriculum and Instruction
Georgia Department of Education
Topics for discussion
• Courses
• Rollout & training plan
• GPS & Assessment
• Task Writing Workshops I & II
• Textbook Info
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 1604-2-.07)
• 9th-12th U.S. History, World History,
Economics, American Government,
World Geography
Middle School
Social Studies
History
Geography
Civics
Economics
6th
Latin
America &
Canada;
Europe;
Australia &
Oceania
Physical &
cultural
geography of
region
Study of
selected
regional
gov’ts
Economic
systems and
growth in
each region
7th
Africa
&
Asia
Physical &
cultural
geography of
region
Study of
selected
regional
gov’ts
Economic
systems and
growth in
each region
8th
Georgia
History
precolonial to
modern
times
Geography
of Georgia
Gov’t of
Georgia
Role of
Economics in
Georgia
Grade
Grade
Grade
6th & 7th 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
MAP AND GLOBE SKILLS
K
1
2
3
4
5
6
7
8
9-12
1. use cardinal directions
I
M
A
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A
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A
3. use a letter/number grid system to determine location
I
M
A
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A
4. compare and contrast the categories of natural,
cultural, and political features found on maps
I
M
A
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5. use inch to inch map scale to determine distance on a
map
I
M
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6. use map key/legend to acquire information from,
historical, physical, political, resource, product and
economic maps
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7. use a map to explain impact of geography on
historical and current events
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M
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8. draw conclusions and make generalizations based on
information from maps
I
M
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9. use latitude and longitude to determine location
I
D
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M
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10. use graphic scales to determine distances on a map
I
M
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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
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A
12. compare maps with data sets (charts, tables, graphs)
and /or readings to draw conclusions and make
generalizations
I
M
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2. use intermediate directions
K
1
2
3
4
5
6
7
8
9-12
1. compare similarities and differences
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2. organize items chronologically
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3. identify issues and/or problems and alternative solutions
I
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4. distinguish between fact and opinion
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5. identify main idea, detail, sequence of events, and cause
and effect in a social studies context
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M
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6. identify and use primary and secondary sources
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D
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M
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7. interpret timelines
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D
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M
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8. identify social studies reference resources to use for a
specific purpose
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M
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9. construct charts and tables
I
M
A
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10. analyze artifacts
I
D
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M
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11. draw conclusions and make generalizations
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M
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12. analyze graphs and diagrams
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M
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13. translate dates into centuries, eras, or ages
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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(2007-08)
• 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
– AP US History
– AP American Government (to be added 200607)
– 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
Phase 3
6th-12th
2006-2007
2007-2008
Phase 4
K-5
2007-2008
2008-2009
Training Plan: General
• Advantage of time
– Time to develop training
– Conducting workshops
• Inform teachers of general directions
• Task Writing Workshops develop sample materials
• Organized (6-12 grades)
– 6,7, World history & geography
– 8, US history, & American Gov’t, Econ
• Registration
– 2 middle, 2 high teachers/per system
– Professional development will work with systems for
exact numbers.
– Will notify systems for registration
Training Plan:
Middle and High
• Training info
–
–
–
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Days 1-4 Year one
Days 5-7 Year two
9 sites (same as this year minus Gwinnett)
Register for site of your choice
• September 2006- March 2007
– Day 1: Sept 8-Oct 15
– Day 2: Nov 2-17 & Jan 10-25
– Day 3&4: Feb 20-Mar 30
Training Plan: Elementary
• Begins fall 2007
• Grade level organization
– K-2 reading related
– 3-5 US history related
• Requires 2 teachers per system
Training Plan:
Conceptual overview
• Conceptual teaching in Social Studies
• Unit design
– Unpacking standards
– Integrating standards
• Varied Assessment (including tasks)
• Unit planning
• Differentiation
• Evaluating student work &
commentary
GEORGIA PERFORMANCE STANDARDS
IMPLEMENTATION SCHEDULE
GRADE
04-05
Phase 1
05-06
Phase 1 & 2
06-07
Phase 2 & 3
07-08
Phase 3 & 4
08-09
Phase 4
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
SSGPS
&
ASSESSMENT
Testing Plan Social Studies
• For 6-12 (CRCT, EOCT)
– QCC through school year 2006-07
– GPS starting with school year
2007-08
– Test development starts this year
• For K-5 (CRCT)
– QCC through school year 2007-08
– GPS starting with school year
2008-09
– Test development starts next year
Testing Plan Social Studies
• GHSGT
– Multiple versions
• All QCC
• Transitional (content common both QCC &
GPS)
• All GPS
– Transitional will use common content
taken from QCC content descriptions
and GPS standards & elements that
students will have had opportunity to
learn
– Earliest alternative GHSGT version
Spring 2008
– All GPS based GHSGT after 3 years
Testing
• What will be tested?
– Only information in Standards and
Elements is testable
– GPS cannot be prioritized
– Will field test items
• Development
– Developed Test Specs, Jan 19-20
– Framework is based on Standards
and elements
– Max to test, min to teach
SS GPS
workshops
Plains:
Task Writing Workshop I
• June 19-24, ’05 Middle & High
School
– 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
Plains:
Task Writing Workshop II
• June 25-30, 2006 (K-5)
– Develop sample Enduring Understandings and
sample tasks
– Refine and try during 06-07 school year
– Reconvene June 2007
• Applications available by email
– Closing date March 1, 2006
– Notification 1st week of April
– [email protected]
Task Writing Workshops
• Not developing state list of Enduring
Understandings (concepts)
– Are samples for each standard
• There is more than one conceptual idea (enduring
understanding) in each standard
• Use EU that focuses on what teacher want to
emphasize for that unit
• Variety of sources to help
– NCSS Ten Themes
– Various professional organizations have
voluntary standards
Task Writing Workshops
• Tasks may only encompass 1 or 2
elements
– Key for tasks is they provide opportunity for
student to demonstrate conceptual
understanding
– Not only form of assessment
• Need to be related to essence of standard
– Not daily activities, but should be directly
related to what standard is about
Multiple Standard sample
Enduring Understanding
• SS7H6-The student will describe major developments
in the Middle East during the 20th century.
• SS7G8- The student will describe the diverse cultural
characteristics of the people who live in
Southwestern Asia.
• SS7CG2- The student will describe the different
political structures of the Middle East.
• SS7H6, SS7G8, SS7CG2-EU- TSWU that differences in
political ideologies, diverse cultural characteristics of
people, and disputes over resources can contribute to
major developments and/or conflicts in a region.
Sample Task
• The class will be conducting debates on
significant developments in the Middle
East during the 20th century.
• Students are assigned a specific role for
each debate. They are to research the
position such a person would take
• Students will explain to the class how this
persons culture, beliefs, and environment
may have shaped their persons position
on the development/issue.
Sample Task
• You will be given a position to speak
for regarding a major development in
the Middle East.
– You need to research the position the
person you have been assigned would
take on this development
– You information learned in class, as well
as research during class library visits
Sample Tasks
Task: You will prepare to debate one of the
following positions:
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•
•
•
Creation of Israel
Pro: Palestinian Jew, a Holocaust survivor, or
European Zionist
Con: Palestinian Arab, or soldier from another
Arab country.
Persian Gulf War:
Pro: Kuwaiti, Saudi Arabian citizen, or a member
of a coalition country
Con: Iraqi government official
Afghanistan
Pro: President George W. Bush, family member of
attack on 9/11, or a woman living under the
Taliban regime
Con: Taliban official or government official from an
opposing European nation
SS GPS
&
TEXTBOOKS
Textbooks
• Adoption was school year 04-05
– Not limited to only that year
– Many systems waiting for elementary
– Some waiting on middle
• Money $$$$$
– State money is fiscal year
– Not restricted to adoption cycle
Textbooks
• High school
– Available material ok for QCC and GPS
– No new textbooks specific to GA
– Economics see GCEE chart
• Middle school
– 8th grade ok for QCC & GCSS
– 6TH-7TH
• most publishers have new material
• CAUTION: CRCT USES QCC ‘TIL SY 07-08
Textbooks
• Elementary
– 4-5 US history, ok for QCC & GPS no
changes coming
– K-3
• New materials are available
• Not all publishers have produced new
• Caution (CRCT)
– 3rd QCC until 08-09
Textbooks
• Evaluation tool
– Has 8 areas
– Organizational format, student reading
support, teacher’s ed, assessment,
differentiation, ancillary, internet,
technology
– Separate form for GPS comparison
• Forced consensus to establish
priorities for evaluation tool.