Katie Elvidge Social Science Content Specialist · 2020. 2. 14. · For example–Bringing Rain to...
Transcript of Katie Elvidge Social Science Content Specialist · 2020. 2. 14. · For example–Bringing Rain to...
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Katie Elvidge – Social Science Content Specialist
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Using the signs around the room please place yourself in the area that best describes how you’d rate your current knowledge of and comfort with the new social science standards.
Share with your neighbors, why did you place yourself there?
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• Background and Overview
• Modifying Existing Resources
• Available Resources
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I know how much new has been thrown at you recently!
The goal is to make the Social Science transition as seamless as possible.
Social Science Standards Implementation is to occur during the 2017-2018 school year
Many of these things are simply shifts to emphasize things great teachers already do in their classrooms!
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Did your district use these to align curriculum or choose curriculum? Does everyone have to throw out their previous content/curriculum choices and start from scratch? ABSOLUTELY NOT! The new standards DO NOT require you to throw out existing curriculum! The content and curriculum selected by your district for each grade level can still be utilized with the new standards with some key changes made in how students access information.
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When thinking about the social sciences what are some of the most important factors/characteristics? Fill in the following:
The social sciences…
_______________________
_______________________
_______________________
The most important thing about the social sciences is ____________________.
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"I know no safe depositary of the ultimate powers of the
society but the people themselves; and if we think them
not enlightened enough to exercise their control with a
wholesome discretion, the remedy is not to take it from
them, but to inform their discretion by education. This is
the true corrective of abuses of constitutional power." --Thomas Jefferson to William C. Jarvis, 1820.
Thomas Jefferson on Politics and Government: Memorial Edition 15:278
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Providing students the skills they need to be functional citizens
Students take ownership of learning to truly understand material
Engaging them in the curriculum
Intensified focus on understanding the why things happened and the impact of those events
Less focus on memorization of dates/names
Focus on key skills and concepts
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Standards-writing task force, made up primarily of educators, began by solidifying a vision for our students for the future:
“The Illinois Social Science Standards are designed to ensure that students across Illinois focus on a common set of standards and have the opportunity to develop the knowledge, dispositions, and skills necessary for success in college, career, and civic life in the 21st century.”
“The vision supporting this design is to produce Illinois graduates who are civically engaged, socially responsible, culturally aware, and financially literate.”
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College, Career, and Civic Life Framework (C3 Framework) was used as a guide in developing the IL Social Science Standards
National framework for social sciences based on use of inquiry
Keeping in mind the vision for our students, the standards were developed to be skill based, rather than simply a list of content to cover. Districts have control to determine curriculum locally that incorporates
state mandates
Allow for the diversity of each district or community to be honored and integrated into the curriculum while still ensuring all students in IL have the foundational skills needed to think critically about the social sciences.
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What do you know about difference in grade level formatting of the standards?
Elementary Standards are based on themes and aligned to the disciplinary concepts.
The themes are:
Kindergarten: My Social World
First Grade: Living, Learning, and Working Together
Second Grade: Families, Neighborhoods, and Communities
Third Grade: Communities Near and Far
Fourth Grade: Our State, Our Nation
Fifth Grade: Our Nation, Our World
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Standards are divided into two portions that work in tandem – Inquiry Skills and Disciplinary Concepts
Inquiry skills are the method in which you can accomplish your disciplinary concepts
Disciplinary concepts are divided into 4 categories:
Civics, Geography, Economics, and History
These emphasize the way each discipline provides foundational knowledge and skills essential to inquiry and action.
Specific content should be determined locally and reflect the state mandates
Inquiry skills are the vehicle that drives the learning of the disciplinary concepts
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These are
the skills
students
should use...
…to understand
these concepts
Disciplinary concepts do
not focus on
memorization of facts or
dates but rather work
towards an
understanding of more
complex concepts.
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The Inquiry Skills Standards emphasize the importance that all of the grades be engaged in inquiry (individually and collaboratively)
Inquiry skills…
…emphasize importance of inquiry and action (thinking and doing)
…are methods and dispositions that students need to develop in order to be equipped to meet the challenges of college, career, and civic life in the 21st century.
Divided into 3 main areas that mirror the dimensions of the C3 Framework (dimensions 1, 3, and 4)
Developing Questions and Planning Inquiries
Evaluating Sources and Using Evidence
Communicating Conclusions and Taking Informed Action
The components of the inquiry skills, when used together, form an inquiry arc that guides learning in the classroom. The Inquiry Skills should guide how students learn about the disciplinary concepts.
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Students are not only being exposed to the inquiry process and critical thinking skills in the social sciences
Science, with NGSS, has a large focus on students taking an active role in the inquiry process
Social Emotional Learning connections in the social sciences: Goal 1 – Develop self-awareness and self-management skills to achieve school and life
success
Goal 2 – Use social-awareness and interpersonal skills to establish and maintain positive relationships
Goal 3 – Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
English/Language Arts, with their Illinois Learning Standards also focus on critical skills that strongly correlate with the Inquiry Skills portion of the Social Science Standards. Correlation document has been created for all grade levels/bands that details the connection
between the social science and literacy standards
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The top of each
document lists possible
connections that could
occur depending on the
tasks planned by the
teacher.
Social Science Standard
Literacy standard(s) that
directly connect to the
Social Science Standard
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Since the New Illinois Learning Standards for Social Science were based upon the C3 Framework the five instructional shifts found in C3 are applicable to the standards.
Those shifts are:
Craft questions that spark and sustain an inquiry.
Cultivate and nurture collaborative and civic spaces.
Integrate content and skills purposefully.
Promote literacy practices and outcomes.
Provide tangible opportunities for taking informed action.
The shifts and Inquiry Skills are asking us to adjust our thinking on the method students use when interacting with content.
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Gives us an overall picture of changes that need to occur in our classrooms
Makes us aware of the changes administrators will be looking for when they enter our classrooms Great knowledge for evaluations!
Great starting points to make change in our room Ex: You’re starting a new unit next week that you have all planned out, no time redo
things. However, you could use the key shifts and try to incorporate 1 or 2 (or more!) into this unit as possible.
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Look at what you’re already doing and see where these standards fit (ex: units themed around stories in your ELA block)
Ex: The Economic and Financial Literacy standard for Kindergarten references scarcity.
SS.EC.1.K: Explain that choices are made because of scarcity (i.e. because we cannot have everything that we want).
Use a story with a scarcity theme that could touch on the scarcity part of the economics standard
For example– Bringing Rain to the Kapiti Plain by Verna Aardema; The Doorbell Rang by Pat Hutchins; Sam and the Lucky Money by Karen Chinn
Incorporate the word scarcity into your discussion of the story
Encourage kids to continue using the word scarcity
Word wall? Other stories? Real-world situations?
Take the standards for your grade level and highlight key words/themes – use that as a starting point to see where these topics fit with what you’re already doing in your classroom
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K-2 Inquiry Skills
Let’s say you have a unit about school roles
(teachers, principal, secretaries, cafeteria workers,
custodians, etc.) which would coincide with the
first Kindergarten civics standard.
Kindergarten Civics Standards
The components of the inquiry skills, when used
together, form an inquiry arc that guides learning in
the classroom. Use the Inquiry Skills to guide how
students learn about the roles of the various school
personnel.
Could you:
- have students brainstorm their questions about roles of adults in school?
- use books, meet or interview school personnel, watch video clips to gather information?
- help your students come to conclusions about their questions, based on the activities completed, about
the roles and responsibilities of people in
authority?
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K-2 Inquiry Skills
Let’s say you have a unit about community
government and community members
(police officers, fire fighters, mayor, etc.)
which would coincide with the 2nd grade
civics standard.
The components of the inquiry skills, when used
together, form an inquiry arc that guides learning in
the classroom. Use the Inquiry Skills to guide how
students learn about community government.
Could you:
- have students brainstorm their questions about their community’s government?
- use books, meet community members, read community government reports, watch videos to
gather information?
- help your students come to conclusions about their questions, based on the activities completed, about
what is government and what are some of its
functions?
2nd Grade Civics
Standards
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For example, a 5th grade classroom with…
30 minute social studies block daily
access to a textbook about US History to support district-chosen curriculum
Now what??
Instead providing students with essential questions have students take a more active role in the process
guided discussions – students can help form essential questions with guidance and support!
brainstorming session of questions students have about next topic of study; provide guidance as you narrow down the list to a few focused questions for your unit
As students get more proficient at creating questions gradually transfer this responsibility to them
You can absolutely keep using your textbook as a resource and pull in other resources to help support your students’ inquiry
Articles, images (photographs, paintings, images of artifacts), videos, non-fiction books, and reference books are all great options
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What kind of things do I need to have my students do to “Take Informed Action”? We don’t have resources to take trips to the capitol and lobby!
Taking informed action can be big or small depending on the availability of resources such as time or money. You can take trips if it is applicable and you have the resources however it’s not necessitated by the standards.
Students need to have opportunities to effectively communicate their learning conclusions and take action to inform others or champion for a cause
This can be in many different formats in classrooms
This portion of the standards focuses on being informedwhen taking action
Why do we do this? Think about our goals for our students for the future...
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Think about Communicating Conclusions and Taking Informed Action in terms of our hopes and dreams for all of our students in the future. What do we ultimately hope for them?
For example, Colleen Altman Informed, well-spoken
student able to advocate for a cause she is passionate about
Full Video Link: http://goo.gl/VWxiA5
http://goo.gl/VWxiA5
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What questions about the standards do you have that we haven’t answered yet?
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Illinois Social Science Learning Standards by grade level
https://www.isbe.net/Pages/Social-Science.aspx
Illinois Classrooms in Action Social Science Resources http://www.ilclassroomsinaction.org/social-science.html
Social Science Standards with Literacy Connections documents (by grade level)
Lists of outside vetted resources sorted by category
Inquiry Resource Links – includes sample inquiries
Resources targeted to each of the core disciplines
Sign up for the Social Science Listserv (link at bottom of webpage) to keep up-to-date on available resources and professional development
Check back often for more resources, they will be posted as they are developed!
https://www.isbe.net/Pages/Social-Science.aspxhttp://www.ilclassroomsinaction.org/social-science.html
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Check out these external inquiry resources on the Classrooms In Action website:
(Disclaimer: the site contains external vetted resources that may support your implementation, they are not an endorsement of curricular materials by the state)
General Resources: ARCH – Assessment Resource Center for History has samples and models of 3 different types of history/social science assessments.
Traditional Multiple Choices, Weighted Multiple Choice, and Performance Tasks (projects).
Beyond the Bubble – Stanford History Education Group has partnered with the Library of Congress to create items that could be used as assessments, to preview new source analysis skills, or as models to create your own source based questions.
Inquiry Resources: C3 Teachers – C3’s official website with an inquiry design model, generator, and sample inquiries.
EngageNY – NY state’s resources, they adopted C3 as it was written. They have more prescribed curriculum for grade levels so some modification may be needed.
Right Question Institute – They have developed a teaching strategy that provides a simple, yet powerful way to get students asking their own questions and building off their peers’ questions.
Content-specific resources – look for resources that can be modified if needed to fit inquiry structure but support your content
Primary source resources –Library of Congress, World Digital Library, American Archive of Public Broadcasting
Government/Civics – iCivics, Civics Renewal Network
US/World History – Teaching History, History Channel
Geography – Illinois Geographic Alliance, Global Awareness Map
Economics – Federal Reserve, MyMoney.gov
http://www.ilclassroomsinaction.org/social-science.htmlhttp://www.umbc.edu/che/arch/http://beyondthebubble.stanford.edu/http://www.c3teachers.org/https://www.engageny.org/new-york-state-k-12-social-studieshttp://rightquestion.org/education/https://www.loc.gov/https://www.wdl.org/en/http://americanarchive.org/https://www.icivics.org/teachershttp://civicsrenewalnetwork.org/http://teachinghistory.org/teaching-materialshttp://www.history.com/classroomhttp://iga.illinoisstate.edu/plans/http://v-nep.org/global-awareness-map/https://www.federalreserveeducation.org/http://www.mymoney.gov/Pages/default.aspx
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In order to see and understand any potential adjustments that need to be made we first need to figure out where you’re at so… …you need to read the standards instead of just talking about them!
Let’s look at the standards in terms of what you’re currently doing in the classroom In order to find areas for potential growth we need a baseline
Be honest! Don’t be embarrassed if there are gaps – standards aren’t supposed to be implemented yet!
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Use the “Keep It, Tweak It, Delete It” tool to help analyze what you’re currently doing in the classroom.
List units/lessons/projects on far left side
Put an “X” in boxes where current activities fully address the standard
Use a symbol such as “” to note where an increase in rigor would address the standard
The symbol “+” could be used to indicate where an additional standard could be addressed with some tweaking of current activities
Use space at end for any additional notes
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Now let’s look at your notes… Are there any areas you notice that are really
lacking in what you currently do?
Inquiry Skills? A particular Disciplinary Concept?
How could you adjust your current lessons/projects/activities/discussions to incorporate the areas you’re lacking?
Any common gaps across classrooms/grade levels? Areas the whole department could focus on?