Transcript (Transferable) (Knowledge)

Curriculum 2011-2012
• This is the implementation year for our
new social studies TEKS (K-12)
• Elementary – continue implementation of
integrated ELA/Social Studies curriculum
• Secondary – new scope & sequence,
biographies, and academic vocabulary
Assessment 2011-2012
• Implementation of STAAR and EOC
• How are we doing?
– World Geo: average raw score = 46 (48 for
70%)
– US History: average raw score = 40 (48 for
70%)
• Test banks
– More rigorous questions
Instruction 2011-2012
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Learning objective and/or guiding questions are evident
Content is TEKS-based and appropriate to course & grade level
Lessons connect to concepts, big ideas, and guiding questions
Introductory task engages student interest and connects to background
knowledge
Wide variety of visuals focus on inquiry, analysis, and interpretation
Interactive lectures include spiraling questions that lead to higher order
thinking
Students engage in on-task conversations with partners or cooperative
groups
Students synthesize information from a variety of sources, including primary
source documents
Students can explain their reasoning, both verbally and in writing, and
support it with evidence
Teacher monitors student learning with on-going informal assessments
through class discussions, questioning strategies, and observations
Teacher uses student work to guide instruction (formative) and assessment
data analysis to understand student progress (summative).
Teacher provides scoring rubrics that outline proficiency levels for major
assignments
Instruction: 2011-2012
Professional Development
Professional development from TEA
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Social Studies K-12 Overview
Grade 8 Social Studies Academy
U.S. History Since 1877 EOC Success
World History EOC Success
World Geography EOC Success
NISD
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District PLC meetings (K-12)
Social Studies and Technology
Using DBQs and Primary Sources in the classroom
Active Learning Strategies
Connecting C-A-I
for transfer of learning
Curriculum
Instruction
Assessment
Curriculum
Content Standards:
• USH 2b – identify the major eras in U.S.
history from 1877 to the present and
describe their defining characteristics
• USH 4c – identify the causes of World
War I and reasons for U.S. entry
Curriculum: Content
• Study defining characteristics of World War I era
• Review the causes of World War I (from
previous course---World History)
• Study reasons for U.S. entry into World War I
• Student quiz would include an item on why the
U.S. entered World War I
Facts
Topics
Curriculum
• Content Standards: (bundle another SE
with these to add depth)
• USH 2b – identify the major eras in U.S. history
from 1877 to the present and describe their
defining characteristics
• USH 4c – identify the causes of World War I and
reasons for U.S. entry
• USH 15d – describe the economic effects of
international military conflicts, including World
War I
Curriculum: Adding Depth
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Depth
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Facts
Topics
So, we add depth by adding additional
Student Expectations (SEs) that
require students to use higher level
cognitive skills.
Using cause/effect analysis,
students are asked to study the
connection between military conflicts
and economics.
Guiding questions help students
process information and take them to
a deeper level of understanding.
Curriculum: Guiding Questions
• To what extent can you maintain a position
of neutrality between opposing forces
when it affects you economically?
• How did the U.S. move from a position of
neutrality to involvement in World War I?
• How do economic factors influence a
country’s decision to go to war?
Curriculum: Adding Complexity
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Depth
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Facts
Topics
We add complexity by asking students to
investigate connections between
economics and conflicts.
Students answer guiding questions to
understand reasons for U.S. involvement in
WW I and are asked to summarize their
understanding in a “Big Idea.”
Students, now, walk out of our classrooms
with knowledge, skills, and understanding
about the transferable big idea:
Economic issues can be a driving force that
leads to military conflicts.
Concepts
Generalization
Principle
Theory
Level of Complexity
Adapted from ILT to ILD, Moving Texas Forward 2002
Curriculum: Transfer
So we ask our students to apply
these ideas in a new context.
Depth
What economic issues helped
lead to the outbreak of (insert
war/conflict here)?
Facts
Topics
Concepts
Generalization
Principle
Theory
Level of Complexity
Adapted from ILT to ILD, Moving Texas Forward 2002
Assessment: TAKS
• From 1914 to 1916, as World War I raged in
Europe, Americans were not able to remain
neutral in thought as well as action mainly
because
• A. United States membership in military
alliances required the nation to fight
• B. United States newspapers encouraged a
policy of imperialist expansion
• C. the warring powers interfered with the United
States right to freedom of the seas
• D. President Woodrow Wilson supported the
war aims of Germany and Austria-Hungary
Assessment: EOC/STAAR???
The people of the United States are drawn from many nations, and chiefly from the nations now
at war. It is natural and inevitable that there should be the utmost variety of sympathy and desire
among them with regard to the issues and circumstances of the conflict. Some will wish one
nation, others another, to succeed in the momentous struggle. It will be easy to excite passion
and difficult to allay it. Those responsible for exciting it will assume a heavy responsibility,
responsibility for no less a thing than that the people of the United States, whose love of their
country and whose loyalty to its government should unite them as Americans all, bound in honor
and affection to think first of her and her interests, may be divided in camps of hostile opinion,
hot against each other, involved in the war itself in impulse and opinion if not in action.
-----------------------------------------Woodrow Wilson, Declaration of Neutrality August 19, 1914
Assessment: EOC/STAAR???
• From 1914 to 1916, as World War I raged in Europe,
Americans were not able to remain neutral in
thought as well as action mainly because
A. The United States system of alliances eventually
pulled the nation into the fight
• B. United States newspapers encouraged a policy of
imperialist expansion through economic alliances
• C. the warring powers interfered with the United States
right to trade with combatants and its right to freedom of
the seas
• D. Americans had close ties to hostile countries and
supported the involvement of the United States in the
conflict