Joey WisemanSocial Studies Coordinator

WVDERachel DeHainaut

Social Studies TeacherMason County Schools

Name School What you teach

In the advent of the development and mass adoption of the common core state standards for English language arts and mathematics, state and local agencies have now expressed a need to the Council of Chief State School Officers (CCSSO or the Council) for assistance as they upgrade existing social studies standards to meet the practical goal of preparing young people for effective and successful participation in college, careers, and civic life.

Shifting from passive to active learning

Engaging students Creating opportunity for inquiry Constructing knowledge Defining standards-based teaching

Select one item that appeals to you. Return to your seat and take a closer

look.

I think _____________________because______________________________________________________________.

Move around and find a partner who has an item with a similar theme or idea.

Now, organize yourselves in groups of ? with the same theme. Discuss the rationale for your connection.

Create a newspaper headline which reflects your connection.

Sit with your group Share and Justify

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/

West Virginia The Constitution Westward Expansion Women’s Suffrage Japanese American Internment during

WWII Baseball: Across a Divided Society Children’s Lives at the Turn of the 20th

Century Dust Bowl Migrations Immigration Challenges for New Americans

TEACHERS: ADMINISTRATORS:

What are the basic elements of this strategy?

Which ones apply to your grade level?

What adjustments might you need to make for your students? (Make sure you don’t eliminate the rigor.)

For what evidence will you be looking?

What is the evidence of student learning?

What is the role of the teacher?

How is this different than what is currently occurring in your school(s)?

What structures do I have in place that prevent this from being done?

What can I do to make this type of teaching/learning occur?

Informed by the work of Project Zero, Harvard Graduate School of Education and Library of Congress.

See/Observe:

Think/Reflect:

Wonder/Question:

I think _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ because___ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ .

I think _____________________because______________________________________________________________.

This session is NOT about new activities or strategies; it’s about using your standards and objectives correctly and building DEEP, RICH understandings!

what what teachers teachers

covercover

a description a description of what of what

students students should should KNOW, KNOW,

UNDERSTANUNDERSTAND, and DOD, and DO

Objectives:Students will…

History Clusters are the big Ideas around each year of Instruction

The majority of objectives will not be taught in isolation. There are some skills and other objectives that are true

stand-alone objectives. Civics, Geography, Economics and Literacy should be

combined around the history clusters. Participants will choose the grade level they work with

most often and will attempt to chunk Civics, Geography, and Economics objectives around the history clusters. These objectives may be used multiple times among the clusters.**

**Note: Civics does not have history clusters so they have to create their own clusters.

This stands for example. It is not something that is required to be taught. In some cases the document is not even the document that goes along with that time in history, however this is only to show you the types of things that would be appropriate.

If you see bullets then they are required.

Review the Standards and Objectives for your grade level.

Grade Level Groups

Discuss where you found evidence of students needing to observe, think, discuss and investigate.

In what ways are these Next Generation CSOs different from the ones you most recently used?

Grades 3, 4, and 5 introduce content for 10th grade US Studies

Grade 6 introduces content for 11th grade Contemporary Studies

Grade 7 introduces content for 9th grade World Studies

Grade 8 along with grades K-11 introduces content for 12th grade Civics

Have you looked at the other Grade levels?

See – Think - Wonder

I think _____________________because______________________________________________________________.

Informed by the work of Project Zero, Harvard Graduate School of Education and Library of Congress.

See/Observe:

Think/Reflect:

Wonder/Question:

I think _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ because___ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ .

Individuals take a packet. Inside you will find:

• A document or artifact• Primary Source Analysis Sheet from Library of

Congress.Now each group will complete their Analysis

sheet.Now tape your Document to the center of chart

paper and at the top state one claim you can make from your document and at the bottom write one question you still have.

Share…

I used to think _______________, but now______________________________________________________________.

Informed by the work of Project Zero, Harvard Graduate School of Education and Library of Congress.

See/Observe:

Think/Reflect:

Wonder/Question:

I think _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ because___ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ _ .

Consider your CSOs What evidence will you accept? Is there more than one way to

demonstrate understanding? How will you collect it?

TEACHERS: ADMINISTRATORS:

What are the basic elements of this strategy?

Which ones apply to your grade level?

What adjustments might you need to make for your students? (Make sure you don’t eliminate the rigor.)

For what evidence will you be looking?

What is the evidence of student learning?

What is the role of the teacher?

How is this different than what is currently occurring in your school(s)?

What structures do I have in place that prevent this from being done?

What can I do to make this type of teaching/learning occur?

AAcquisition

BApplication

CAssimilation

DAdaptation

KKNNOOWWLLEEDDGGEE

TTAAXXOONNOOMMYY

6

5

4

3

2

1

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

APPLICATION MODELAPPLICATION MODEL

1 2 3 4 5Knowledge Apply in

discipline

Apply acrossdisciplines

Apply toreal worldpredictable situations

Apply to real-worldunpredictable situations

“The ideal result of standards implementation will be to move classroom teaching away from a focus on worksheets, drill-and-memorize activities, and elaborate test-coaching programs, and toward engaging, challenging curriculum that supports content acquisition through a range of instructional modes and techniques, including many that develop student cognitive strategies.”

David T. Conley

http://wvde.state.wv.us/socialstudies/ Teachers resource page on this site is

full of resources.

Electronic Resource Packages have been realigned to the Next Generation Standards. http://wveis.k12.wv.us/teach21/public/ssr/I_menu.cfm?CFID=5669410&CFTOKEN=62350396

We are also in the process or realigning all Instructional Guides, Unit Plans, and PBL’s as well.

Ebscohost

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•Look at reading and writing standards and come up with a list of events that already take place in your classrooms that meet these expectations. Share…

National Archives http://www.archives.gov/education/lessons/worksheets/

PBS http://www.pbs.org/wgbh/amex/eyesontheprize/story/07_c.html

Teacher Resources Library of Congress http://www.loc.gov/teachers/index.html#