1. Welcome to Social Studies Essential Standards Training
Presenters:
Brooke Barham
Angela Harris
Stacey Holden
Marie Patterson
Lora Ritter
Mindy Tyson
Beth Whitener

2. Agenda Rationale for Social Studies Instruction
Overview of Structural Changes
Integration of Information and Technology Skills
Unpacking the Standards
Vertical Progression of Concepts
Revised Blooms Taxonomy

3. Norms PLC Norms Be Respectful Be Responsible Be a Learner
Cell phones off
Take bathroom
breaks as needed
Go over norms, especially taking bathroom breaks as needed

4. How are we doing teaching Social Studies content?
Why is social studies instruction important? What is the bigger underlying purpose of teaching social studies?
We want the participants to share that we need to have an understanding of how events affect us as an individual and as a country.
How important it is to have a sense of personal financial literacy, how to budget, save and spend wisely especially in today’s economy.

5. Test your Social Studies IQ!!! True or False??
Signal card activity

6. Third Grade
Third grade is geography specific (has a specific focus on the geography strand?)
Edit this slide

7. TRUE!!!!!!

8. Topics are taught in isolation.
Third Grade
Topics are taught in isolation.

9. FALSE!!!!!

10. Third Grade
Third grade students should be able to identify selected personalities associated with major holidays and cultural celebrations.

11. FALSE!!!!!

12. Third Grade
Third grade is responsible for teaching both absolute and relative locations.

13. TRUE!!!!!!

14. Students will learn how entrepreneurship affects a market economy.
Third Grade
Students will learn how entrepreneurship affects a market economy.
Wording?

15. TRUE!!!!!!

16. Plans are being developed for a new EOG in Social Studies.

17. FALSE!!!!!

18. The highest level of Revised Blooms is evaluate.
false

19. FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK
STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY
FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK
WIC
ACRE
Accountability and Curriculum Reform Effort in Response to A Framework For Change

20. Each standard uses multiple verbs from Revised Blooms Taxonomy.

21. False!
One verb per standard!!!!!

22. Civics and Government is one of the 5 strands in the NC ES for Social Studies.
True

23. The Five Conceptual Strands
Time, Continuity & Change
Individuals, Groups & Institutions
Science, Technology & Society
People,
Places & Environments
Civic Ideals & Practices
Culture
Power, Authority & Governance G
Bullets are the National Strands
Individual Development & Identity
Production, Distribution & Consumption
Global
Connections
7/10/2011 • page 15

24. Civil War is an example of concept based teaching.

25. It depends!!!!!
The Civil War is a topic,
civil war is a concept!

26. The Paradigm Shift From To Teaching Teaching & & Learning Learning
Topically To
Teaching
&
Learning
Conceptually
7/10/2011 • page 17

27. The Structure Of Knowledge
PRINCIPLES &
GENERALIZATIONS
CONCEPT
CONCEPT
TOPIC
F A C T
F A C T
F A C T
F A C T
F A C T
F A C T
F A C T
7/10/2011 • page 25
7/10/2011 • page 25

28. Concepts Timeless Universal Transferable Abstract and broad (to
various degrees)
Examples share
common attributes
Represented by 1-2
words
7/10/2011 • page 25

29. Concept vs. Topic? Find the bag of words on your table
Sort the words into 2 categories.

30. Major Changes in the NC SS Essential Standards
Use of Revised Bloom’s Taxonomy
Use of Strands
Conceptual focus
Summarize major changes. 7

31. Effective Social Studies Instruction
What does the teacher do well?
What could he have done better?
uvvo.com/lesson/9592- seinfeld-teaches-history

32. Unpacking the Essential Standards:
The unpacking document...
Identifies what a student must understand
(Conceptual Knowledge)
Concepts and Generalizations
Identifies what a student must know
(Factual Knowledge)
Critical Content
Be able to (skills) – every objective will not have a be able to because you are focused on the concept
Identifies what a student must be able to do
(Procedural Knowledge)
Skills Not every clarifying objective will have this.
8/4/2011 • page 22

33. C&G–Civics and Government, and C–Culture
Strands and Coding
H–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy,
C&G–Civics and Government, and C–Culture

34. Conceptual Knowledge Factual Knowledge Procedural Knowledge
Geography and Environmental Literacy
Conceptual Knowledge
Factual Knowledge
Procedural Knowledge
8/4/2011 • page 22

35. Jigsaw by Strand History Geography and Environmental Literacy
Economics and Financial Literacy
Civics and Government
Cultures

37. Gallery Walk – 15 minute Break
As you read each poster, use colored dots to denote the following:
Blue/Green Dot –Great Idea!
Red/Yellow Dot – I need this too!

38. Vertical Progression
Highlight new concepts as they are introduced across the grades.
What are the implications if one grade level neglects this strand?
Reflect on your own teaching. How will you balance your teaching of each strand in the coming year?

39. Notice how some concepts are repeated in numerous grades
Notice how some concepts are repeated in numerous grades. By 5th grade, K-1 concepts (goods and services) are no longer specified. However, they are implied in the more complex concepts such as international trade and production.

40. Vertical Progression
What are the implications if one grade level neglects this strand?
Reflect on your own teaching. How will you balance your teaching of each strand in the coming year?
Once done, come back to these two questions:
Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

41. FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK
STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY
FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK
WIC
ACRE
Accountability and Curriculum Reform Effort in Response to A Framework For Change

42. Bloom's original cognitive taxonomy was a one-dimensional form that focused only on cognitive processes; however with further research, the Revised Bloom's Taxonomy takes the form of a two-dimensional table that you see here. One of the dimensions, The Cognitive Process Dimension, identifies the process used to learn while the second, The Knowledge Dimension, identifies the kind of knowledge to be learned. The Knowledge Dimension on the left side is composed of four levels that are defined as Factual, Conceptual, Procedural, and Meta-Cognitive. The Cognitive Process Dimension across the top of the grid consists of six levels that are defined as Remember, Understand, Apply, Analyze, Evaluate, and Create. The Cognitive Process Dimension levels are also subdivided so that there are only 25 total verbs that will be used in developing the Essential Standards and each verb has a very specific meaning.
Need to use unpacking document when planning next year

43. Essential Standard
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time
Once done, come back to these two questions:
Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

44. .

45. Essential Standard
3.G.1.1 Find absolute and relative locations of places within the local community and region
Once done, come back to these two questions:
Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

46. .

47. Essential Standard
3.E.2.2 Give examples of entrepreneurship in various regions of our state
Once done, come back to these two questions:
Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

49. Essential Standard
3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens
Once done, come back to these two questions:
Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

51. Essential Standard
3.C.1.2 Exemplify how various groups show artistic expression within the local and regional communities
Once done, come back to these two questions:
Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

53. Integrating Information and Technology Skills