March 27, 2012

Download documents at: http://ssnces.ncdpi.wikispaces.net/home

K-12 Social Studies Essential Standards Update

This update will consist of:

Preparing To Implement The New ES

SS PD and support from June 2011 to present

Social Studies Support Tools

Middle School Resources

Curriculum Updates

High School Honors Review

Social Studies Course Coding

FAQ Updates About K-12 Social Studies

World History pacing questions

AP/IB

AP Course Questions (i.e., AP Politics & Government, AP World History, AP Human Geography

Summer Institute Expectations

Theme: Connecting to Serve All

What Does It Mean To Be Literacy in the Social Studies? (Instruction)

Teaching Expectations For School Year 2012-2013

Announcements

Surveys: http://ssnces.ncdpi.wikispaces.net/home

Standards Student Achievement

Organizing The Social Studies Standards Into Curriculum As

Units Of Instruction

Step 1: Start with the Essential Standards (unpack/deconstruct).Step 2: Create an outline of units you may teach for the entire year. (includes unit titles and conceptual lens)Step 3: Draft a brief summary describing each unitStep 4: Identify Clarifying Objectives that support each unit.Step 5: Create a Concept/Content web.Step 6: Write Generalizations/Understandings

ItIt’’s A Process!s A Process!

Step 7: Write Guiding/Essential Questions to support each understanding/generalization. Step 8: Identify Critical Factual Content. Step 9: Identify Key Skills.Step 10: Align Assessments to know, skills, and understandingsStep 11: Develop Learning ExperiencesStep 12: Identify Unit Resources and write any helpful Teacher Notes

Unit Unit TitleClarifying Objectives

Conceptual Lens

1

2

3

4

5

6

7

8

Activity

Grade level/Course: __________________

What happens when we

only teach facts?

What happens when we

teach conceptuall

y?

Integration of Thinking

(Erickson, 2007, p. 11)

“When we can rise about the facts and see the patterns and connections between the facts and related concepts, principles, and generalizations and when we can understand the deeper, transferable significance of knowledge-then we can say our thinking is integrated at a conceptual level.”

http://davidford-cartoons.com/

The Sixth Grade ShiftThe Sixth Grade Shift

The Roots of Modern Societies

Beginnings of Human Society to the Emergence of the First Global Age

(1450)Focus: World Geography, History & Culture:

Patterns of Continuity and Change

First formal look at a study of the world

Focus heavily on the discipline of geography (five themes)

Systematic look at the history and culture various civilizations, societies, and regions

Various factors that shaped the development of civilizations, societies and regions in the ancient world

Comparative study of world regions

Recognize and interpret the “lessons of social studies” – transferable ideas

Major concepts Continuity and change (over time and in various civilizations, societies,

and regions)

Conflict and cooperation

Compromise and negotiation

Migration and population distribution

Cultural expression/practices and diffusion

Human-environment interaction

Trade and economic decision-making

Societal organization (economic, political, and social systems)

Technology and innovation

Quality of life

Citizenship

Where to start?

National World History Standards:

http://nchs.ucla.edu/Standards/world-history-standards

 

The periodization of the new Essential Standards for sixth grade social studies is based on the five eras identified by the National Standards for World History,

 

Era 1: The Beginnings of Human Society Giving Shape to World History

Era 2: Early Civilizations and the Emergence of Pastoral People, 4000-1000 BCE/BC

Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE/BC-300 CE/AD

Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE/AD

Era 5: Intensified Hemispheric Interactions, 1000 – 1500 CE/AD

Sixth Grade Sample

See Word Document – It’s A Work in Progress

The Seventh Grade ShiftThe Seventh Grade Shift

Global ConnectionsGlobal Connections

The Great Global Convergence (1450 - 1800) to the Present

Focus: World Geography, History & Culture: Patterns of Continuity and Change

Expansion of knowledge, skills and understandings about the world from a more modern perspective

Focus heavily on the discipline of geography (five themes)

Systematic look at the history and culture of various world regions

Various factors that shaped the development of civilizations, societies and regions in the modern world

Comparative study of world regions

Recognize and interpret the “lessons of social studies” – transferable ideas

Focus on issues, solutions, and decision-making

Major concepts Global interaction

Continuity and change (over time and in various modern societies and regions)

Conflict and cooperation (social, economic, military and political)

Economic Development/Systems (trade and economic decision-making)

Political Thought

Power and Authority

Compromise and negotiation

Migration and population distribution

Cultural expression/practices and diffusion

Values and Beliefs

Human-environment interaction

Societal organization (economic, political, and social systems)

Technology and innovation

Freedom, justice, and equality

Where to start?National World History Standards:

http://nchs.ucla.edu/Standards/world-history-standards

 

The periodization of the new Essential Standards for seventh grade social studies is based on the last five eras identified by the National Standards for World History,

Era 5: Intensified Hemispheric Interactions, 1000 – 1500 CE/AD

Era 6: The Emergency of the First Global Age, 1450 – 1770 CE/AD

Era 7: An Age of Revolutions, 1750 - 1914

Era 8: A Half-Century of Crisis and Achievement, 1900 – 1945 CE/AD

Era 9: The 20th Century Since 1945: Promises and Paradoxes

National Geographic Resources:

• Xpeditions Archives: http://www.nationalgeographic.com/xpeditions/

– Lesson Plans

– Atlas Maps

– Standards

– Xpedition Hall (virtual museum)

• New Education Beta Site: http://education.nationalgeographic.com/?ar_a=1

The Seventh Grade Unit Example

Unit focus: The Age of Exploration – Reasons and Impact

Throughout the unit, students could explore the quest for trade, innovation, power, authority and wealth among European nations led to increased global interaction throughout the world. Included in this inquiry, could be the implications of these global interactions i.e. cultural diffusion (goods, religion, cultural practices, ideas, etc.), colonization, wealth, slave trading, etc. And, finally, how these global interaction specifically led to European exploration and inhabitation of the Americas.

From a more modern perspective, students could study implications of global exploration today i.e. exploration for new natural resources, new source of labor, etc.

The Geographic Perspective

http://education.nationalgeographic.com/education/multimedia/geographic-perspective/?ar_a=1

Your Questions…

For Questions about Social Studies Curriculum & Instruction

• Fay Gore - fay.gore@dpi.nc.gov

• Michelle McLaughlin - michelle.mclaughlin@dpi.nc.gov

For Questions on the Measures of Student Learning

• Jennifer Preston - jennifer.preston@dpi.nc.gov

For Questions on Standardized Assessment

• Jim Kroening - jim.Kroening@dpi.nc.gov