1. CCRS Implementation Team #3 Quarterly Meeting Social Studies Session
Notes:
Explain the change in the format of the content literacy segment of the CCRS.

2. Outcomes Participants Will:
Revisit Dimensions I & II of the EQuIP Rubric.
Analyze Dimensions III & IV of the EQuIP Rubric.
Identify instructional strategies that will incorporate literacy standards into
content instruction.
Examine evidence of student learning.
Explore the 2010 Revised Alabama Social Studies Course of Study.
Differentiate between Alabama Courses of Study: Social Studies 2004 and 2010
Documents.
Prepare to share resources with district LEA team and colleagues.

3. Reflection on the EQuIP Rubric: Dimensions I and II
Savings & Loan Protocol
What experiences have you had in applying the EQuIP Rubric?
How has your experience with the EQuIP Rubric impacted your planning process?
What tools have you found to be helpful in your planning process?
Savings and Loan Protocol
Handout entitled “Savings and Loan Protocol”
What experiences have you had in applying the EQuIP Rubric?
How has your experience with the EQuIP Rubric impacted your planning process?
What tools have you found to be helpful in your planning process?
FACILITATOR NOTE: If the group is real small do “Table Talk” with these same questions. Or if the members of the group have not attended the Quarterly Meetings before, begin by reviewing Dimensions I & II.
We use the EQuIP Rubric as a planning tool to evaluate lessons.
Begin by first asking the participants to read Dimension I of the rubric and ask them to underline what sticks out to them.
“Table Talk”
Share out whole group and discuss some things as you go of what they underlined.
***Do the same thing with Dimension II.

4. Analyze Dimensions III and IV of the EQuIP Rubric
Instructional Supports and Assessment
Create a Hotdog Foldable with the headings.
Think of 5 words that describe each term.
Share, compare, and list the words you have in common with other group members.
Develop a common definition for each term: instructional supports and assessment.
Let’s now analyze DIMENSIONS III and IV of the EQuIP rubric. (Do 1 term at a time.)
Make a Hotdog Foldable or a T-Chart with the Headings: Instructional Supports and Assessment
Think of “5” words that describe each term you associate with Instructional Supports and then Assessment.
(a) Share your words with members of your group. (b) Compare your words that you have in common. Then (c) Circle the words you have in common with other group members.
Develop a common definition for each word: Instructional Supports and Assessment.
Use the “Concept Definition Map Graphic Organizer” to organize your thoughts.
(a) Talk about why we don’t have circles or the same words. Answers vary: It depends on the perspective or the perceptions. This activity is to prove that when we throw out the educational terminology, we may not have like-minds.
(b) ASK: What did this tool do for your thinking? What was I (as a facilitator) doing as you analyzed these dimensions with this tool.

5. INSTRUCTIONAL SUPPORTS
Purposeful Planning for Strategies
Sort the instructional strategies into subcategories of the Literacy Standards.
Discuss how this technique would help in the purposeful selection of strategies and standards for instruction.
From those you sorted choose 1-3 strategies that you would like to incorporate in a lesson.
INSTRUCTIONAL SUPPORTS
Purposeful Planning for Strategies
Sort the instructional strategies into subcategories of the Literacy Standards.
Discuss how this technique would help in the purposeful selection of strategies and standards for instruction.
From those you sorted choose 1-3 strategies that you would like to incorporate in a lesson.
MATERIALS: Handout—Packet of Instructional Strategies

6. Examining Evidence of Student Learning
Does the student work show mastery of (or toward) the standard?
Sort your student work samples into 3 stacks: “no”, “partial”, or “yes”.
What does this tell you about what your students know about the day’s lesson?
What does this tell you about the role strategies play in content instruction?
Handouts: (a) Reading Standards for Literacy in History/Social Studies and Writing Standards (b) Provide Sample Student Work from a social studies class, (c) RISC Strategy
Now let’s examine evidence of student learning.
Talk about the RISC Strategy:
R-Restate/respond to question; I-Include ideas from reading text; S-Support ideas with evidence from text (Dimension II); C-Conclude
With RISC you can build a well-constructed paragraph, essay, or research paper. It could be an exit slip.
To see if your students’ work has met mastery of the standards or are moving towards the direction of meeting the standard do the following:
Sort your student work samples into 3 stacks: “no”, “partial”, or “yes”.
What does this tell you about what your students know about the day’s lesson?
What does this tell you about the role strategies play in content instruction?
Ask: Is there a RISC component that tells me I’m doing Reading Standard #1? (Participants look at/read the rubric and Reading/Writing Literacy Standards to respond.) Answer: Yes, Sort ideas with evidence from the text. For #2, #4? Every time you write from text, you will hit writing standards #2, #4, #10.

7. RECAP Strategies Used Today
Foldable
T-Charts
Close Read
Mark the Text
Concept Map
RISC

9. Adopted 2010 ALABAMA COURSE OF STUDY: SOCIAL STUDIES

10. Remember Dr. Bice’s Five (5) Absolutes
Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards – Our Courses of Study)
Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight Tool)
Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.)
Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments)
With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma)

11. Remember Dr. Bice’s Five (5) Absolutes
S: Teach to the Standards
C: Through a clearly articulated and locally aligned curriculum
R: Supported by resources
A: Monitored through formative, interim, benchmark assessments
G: Goal of ALL students graduating college and career ready

12. SO WHAT SHOULD THE PREPARED GRADUATE LOOK LIKE?
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.
Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
Let’s look at the prepared graduate.
What does he/she needs to possess as it relates to social science skills?
Give examples.
[Think Pair Share]Turn and talk to partner then share out.

13. SOCIAL STUDIES AND THE PREPARED GRADUATE
First of all, please let us grasp the fact that when we speak of the social studies or the social sciences, we are speaking an integrated curricula of courses that include more than “HISTORY”:
Environmental Studies, Anthropology/Archaeology, Geography, Communications, Criminology, Cultural Studies, Economics, Education, History, Human or Physical Geography, Government/Political Science, Linguistics Law, Psychology, Social Psychology, Sociology, Social Work, Career Preparedness, International Relations, Contemporary and Real World Issues…and More…
Through this integrated curricula, Alabama’s prepared graduates who take our history and social sciences courses will graduate College- and Career- Ready.

14. Promoting the Literacy Standards and Critical Thinking
in the Social Studies
These higher-order critical thinking skills developed and practiced through an integrated approach will create an informed, engaged, responsible citizenry able to:
Understand democratic values and principles including equality, fairness, working toward a common good;
Understand democratic processes and institutions such as laws, justice, representative democracy, civil discourse, and due process;
Practice reasoned decision-making by taking a position and defending it with supporting facts, accurate information, and reasoned conclusions;
Demonstrate participatory skills that include listening, speaking, and communicating through civil discourse, consensus-building, compromise, formal debate, and presentation of multiple perspectives;
Evaluate sources of information to identify bias, unbalanced perspective, and prejudice;
Become engaged, active citizens in the democratic process and the well-being of our national heritage.
The convergence of our American historical heritage and the objective of the Revised 2010 Alabama Course of Study: Social Studies and its goal “Responsible Citizenship” calls upon students to think critically about connecting and applying the ideals put forth in the founding of our nation and the social and political realities of today. English-Language Arts Literacy Standards for History and the Social Studies skills are critical to achieving this goal.
Reading and comprehending complex expository text allows students to acquire extensive content knowledge about historical events, democratic ideals, processes and institutions.
Listening for understanding about key ideas, diverse perspectives, points of view and various philosophical constructs allows students to identify logical conclusions, analyze any logical fallacies, draw logical conclusions, and take positions based on rationale arguments.
Providing students with opportunities to engage in discussions about controversial issues empowers them to paraphrase information, articulate complex ideas representing various points of view and practice the art of civil discourse.
Writing informative, explanatory and persuasive texts further develops students’ ability to analyze information, deconstruct complex ideas, and articulate arguments in an organized, coherent manner.
The ELA Literacy Standards for Social Studies developed in this manner within the construct of social studies education, not only furthers subject matter knowledge but strengthens students’ cognitive abilities to think critically about important issues and provides them with the skills to respond in meaningful, relevant ways.

15. Preparing All Students for College, Career and Citizenship:
The Role of Social Studies
In today’s education reform discussions we hear much at the national level about the need to prepare students for college and career. While it is vitally important to our nation’s future that every student be prepared to succeed in higher education and in the workforce, it is vital to the health and future of our democracy that our schools also prepare students for a lifetime of knowledgeable, engaged, and active citizenship. All teachers in all subject areas can work toward preparing students to become effective citizens.
Research proves that high-quality social studies education is the one common educational experience that helps all students acquire the knowledge, skills and dispositions to become competent and responsible citizens through out their lives. This historic civic mission of our schools needs to be revitalized as the central purpose of education by strengthening civic education for all students at all grade levels.
Recent research also reveals that civic education, especially when it is interactive and involves discussion of current issues, is an important way to develop non-civic skills that young Americans need to succeed in the21st century workforce. According to a study conducted by Judith Torney-Purta, Ph.D. and Britt S. Wilkenfeld, Ph.D. of the Department of Human Development at the University of Maryland, College Park, “Students who experience interactive discussion-based civic education (either by itself or in combination with lecture-based civic education) score the highest on ‘21stCentury Competencies,’ including working with others (especially in diverse groups) and knowledge of economic and political processes.”
As schools struggle to increase high school graduation rates, it is also important to note that implementing civic learning in elementary and middle school with a focus on civic responsibility increases the likelihood that students will not drop out of high school.7 Similarly, courses that require community service and participating in student government have been found to predict high school graduation and college attendance and success.8 Unfortunately, providing all students high-quality civic education across the nation has been extremely difficult in recent years.

16. What Does A Responsible Citizen Look Like?
A global perspective characterized by cultural diversity
A plan and prepared to succeed (PLAN 2020)
Informed and active
Aware of various levels of civic responsibility
In order to be successful citizens in today’s world, students need to be knowledgeable about the economic, geographic, historical, and political perspectives of the world and its people. Since students are more directly involved in these issues and need information and strategies to make informed decisions, the theme of the 2010 Alabama Course of Study: Social Studies is responsible citizenship.
Responsible citizens are informed and active citizens.
They are aware of and participate in various levels of civic responsibility.
Developed a global perspective for living wisely in a world that possesses limited resources and characterized by cultural diversity.
Plan and prepared to succeed (PLAN 2020)
ACTIVITY: Think-Pair-Share/Turn and Talk

17. Alabama CCRS: Social Studies
Provides the framework
Identifies concepts, information and progression
Helps achieve the goal of student mastery of content
Contains minimum required content
Specifies the what students should know and be able to do
The Revised Alabama CCRS COS: Social Studies provides the framework.
It specifies what students should know and be able to do in a particular subject area by the end of each course and grade level (K-12).
A curriculum document contains the minimum required content of a subject area for all Alabama public schools
It identifies the critical concepts and information of the subject and the progression of the content through the K-2, 3-4, 5-6, 7-8, and 9-12 clusters
The understanding and effective use of the COS will help achieve the goal of student mastery of the required content by the end of the course.
[Facilitator: Emphasize the content standards in a COS tell WHAT and NOT HOW!!! However, the CCR Literacy Standards will help us get to the goal through the strategies we’ve learning about and using during our Quarterly Meetings.]

18. National Council of Social Sciences (NCSS) These Documents Include:
The 2010 Social Studies State Course of Study Revision Committee and Task Force used information from several professional documents as guidelines for the development of this course of study.
These Documents Include:
The National Geographic Society’s Geography for Life: National Geography Standards,
The Center for Civic Education’s National Standards For Civics And Government, the National Council for the Social Studies’ Expectations Of Excellence: Curriculum Standards For Social Studies,
The National Council on Economic Education’s Voluntary National Content Standards in Economics,
The National Center For History in the Schools’ National Standards for History, the 2000 National Geographic Society’s a Path Toward World Literacy: A Standards-based Guide to K-12 Geography,
The American Psychological Association’s National Standards For High School Psychology Curricula.
(Facilitator should emphasize that there are NO Common Core Standards for Social Studies.)

19. Conceptual Framework of Content Standards
GOAL
Responsible Citizenship
Geography
Economics
From research in ALL of the national social studies standards documents, research from ALL of the courses of studies in all 50 states, as well as, expertise from research and development in the Social Sciences field of study, the 2010 Committee and Task Force came up with the strands, themes, conceptual framework graphic, and concepts to be examined in the 2010 document.
The Conceptual Framework of these Academic Content Standards (as seen on the screen) reflect both the theme and major components that provide unity and purpose in this document’s content.
The goal of the program, responsible citizenship, is depicted on the banner encompassing the globe and spanning the state.
Responsible citizens are informed and active, are cognizant of their roles in and connections with the world, and are capable of making competent decisions that benefit the local community, state, nation, and world.
Depicted across the state are the four (4) organizational strands of the social studies program—economics, geography, history, and civics and government. These strands serve as the organizational components for the content standards, and each is addressed with increasing rigor at every grade level with an emphasis at selected grades.
History
Civics and Government

20. Alabama CCRS and Our Course of Study
Position Statements
DIRECTIONS
Select 1 chunk of text per participant.
a. Independently reflect on what your chunk means make connections with your work.
b. Jot down your thinking on the back of your chunk.
2. In groups of 3-4, discuss with others unlike text chunks.
a. Share your text chunk
b. What insights are gained from the text chunk? Implications to your work?
3. Next, meet in groups that have the same “Position Statements”
a. Reread the groups common text chunk as a group.
b. Dialogue and chart insights and implications
4. As a Whole Group
a. Each group share your groups thinking.
b. What are the implications to our work?
Our goal of education is the development of a literate student (Can do through AL CCRS and the ALCOS: SS).
ACTIVITY: BLOCK PARTY PROTOCOL (JIGSAW)—Opportunity to introduce the Position Statements in text chunks and how important the AL CCR Literacy Standards are to stimulate thinking—HANDOUT of the Text Chunks
Process:
Select 1 chunk of text per participant (7 chunks total).
a. Independently reflect on what your chunk means and make connections with your work.
b. Jot down your thinking on the back of your chunk. [3 min.]
2. Form groups of 3-4 with unlike text chunks [10 min.]
a. Share your text chunk
b. What insights are gained from the text chunk
c. What are the implications to your work?
3. Meet in groups that have the same “Position Statements”
a. Reread the groups common text chunk as a group
b. Dialogue and chart insights and implications
4. Whole group
a. Each group share groups thinking
b. Whole group dialogue after all groups have shared
1. Implications to our work
2. Questions raised by this learning process

21. 2010 REVISED ALABAMA COURSE OF STUDY: SOCIAL STUDIES
COMPONENTS OF
2010 REVISED ALABAMA COURSE OF STUDY: SOCIAL STUDIES

22. Components of the Revised Course of Study WHAT ARE CONTENT STANDARDS?
Define what students should know and be able to do at the conclusion of a course or grade
CONTENT STANDARDS are statements that define what students should know and be able to do at the conclusion of a course or grade. Content standards in this document contain minimum required content. The order in which standards are listed within a course or grade is not intended to convey a sequence for instruction. Each content standard completes the phrase “Students will.”
Students will:
Identify rights and responsibilities of citizens within the family, classroom, school, and community. [Kindergarten—Content Standard 2]
2. BULLETS denote content related to the standards and required for instruction. Bulleted content is listed under a standard and also identifies additional minimum required content.
Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of latitude and longitude on maps and globes. [Third Grade—Content Standard 1]
Describing the use of geospatial technologies [This content is related to the standards and required for instruction.]
Students will:
Identify rights and responsibilities of citizens within the family, classroom, school, and community. [Kindergarten—Content Standard 2]

23. Components of the Revised Course of Study
WHAT ARE BULLETS?
Denote content related to the standards and required for instruction. (Additional minimum content)
Students will:
Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of latitude and longitude on maps and globes. [Third Grade—Content Standard 1]
Describing the use of geospatial technologies

24. Components of the Revised Course of Study
WHAT ARE EXAMPLES?
Clarify components of content standards or bullets. They are illustrative but not exhaustive.
Students will:
Describe key aspects of pre-Columbian cultures in the Americas including the Olmecs, Mayas, Aztecs, Incas, and North American tribes. (Eighth Grade—Standard 14)
Examples: pyramids, wars among pre-Columbian people, religious rituals, irrigation, Iroquois Confederacy
EXAMPLES clarify certain components of content standards or bullets. They are illustrative but not exhaustive.

25. Components of the Revised Course of Study WHAT’S THE CHANGE IN GRIDS?
Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine.
[Grade 10 – Standard 6] E G H CG
GRIDS to the left of each content standard indicate the dominant strands that are addressed in the standard or related content found in the bullets. These strands are economics (E), geography (G), history (H), and civics and government (CG). [Grade 10 – Standard 6]

26. Components of the Revised Course of Study DON’T OVERLOOK MAP ICONS
11.14 Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March.
Alabama Map Icon
MAP ICONS are shaded outlines of the state of Alabama. Map icons are displayed after content standards, bullets, or examples to indicate content related to Alabama history or geography.
Facilitators: Have the participants write this information down on the “yellow” take away sheets. The Alabama icon means different things in different courses. Explain what the Alabama icon symbolizes in ELA and what it means in Mathematics.
Content specifically related to Alabama history or geography

27. Differentiating Between Alabama Courses of Study: Social Studies
2004 and 2010 Documents
2010
2004

28. COMPARISON OF OLD AND NEW DOCUMENTS
2004
2010
Strands
Economics, Geography, History, and Political Science
Economics, Geography, History, and Civics and Government
Content Composition
No Change
Content Revision
K-2 on civic responsibility and social development through self, family, community, State, other people, world
Grade 3-beginning geography course;
US History courses (Grades 5-6, Grades 10-11) divided at 1877
K-2 is on living and working together in families, communities, state and nation.
Grade 3-skills for students to organize information about people, places, and environments in a spatial context
US History courses (Grades 5-6, Grades 9-10) divided at the Industrial Revolution
Map Icons
K-7 and 10-12
Throughout the document
Electives and Appendices
Contemporary Issues, Psychology, Sociology, and World
Alabama High School Graduation Requirements
Guidelines and Suggestions for Local Time Requirements and Homework
Contemporary Issues and Civic Engagement, Psychology, Sociology, and Human World Geography
ACT/Quality Core Standards – U. S. History
Literacy Standards for Grades 6-12: History/Social Studies, Science, and Technical Subjects

29. Grades K-2 Living and Working Together in Family, Community, and State
Overview
Grades K-2
Living and Working Together
in Family and Community
Living and Working Together in Family, Community, and State
Living and Working Together in State and Nation
The Grades K-2 social studies content standards introduce students to basic social studies concepts through an integration across all disciplines, including language arts, mathematics, science, the fine arts, technology, and physical education.
Kindergarten content addresses living and working together in family and community while first-grade content focuses on living and working together in community and in state. Second-grade content expands on the theme of living and working together to include state and nation.
Activity of “Tracing (Chasing) the Standard” T-Chart/Chart-- (K-2), (K-4), (5-12)
EX: Trace concepts of “responsible citizenship”from K-4…..
The Concept, Grade Level Found, Standard Number, What Does It Call For, ….
Materials needed: 2010 Draft Adopted Copy of COS/Handout

30. Geographic and Historical Studies: People, Places, and Regions
Grades 3-4
Grades
Overview
Geographic and Historical Studies: People, Places, and Regions
Alabama Studies
Students begin to develop an understanding of how the environment affects its inhabitants and how people change the land.
Students are introduced to their first formal chronological study of history. They develop an appreciation for people, places, and events that shaped the history of Alabama. They expand their understanding of historical concepts and gain an understanding of their relationship to cultures locally, nationally, and internationally.
Activity of Tracing (Chasing) the Standard
History Standard

31. Grades 5-6 and 10-11
Grades 5-6, 10-11
Overview
United States Studies: Beginnings to the Industrial Revolution
United States Studies: Industrial Revolution to the Present
The main focus of the social studies program in Grades 5 and 6 is a study of the chronological development of the United States through a two-year sequence as recommended by the National Council for the Social Studies.
The key concepts of chronology, change, conflict, complexity, and increased globalization are addressed to show connections among the strands of economics, geography, history, and civics and government.
Activity of Tracing (Chasing) the Standard

32. Grades 7—12 United States History Government and Economics
Grades 7-12 Overview
Geography
Civics
World History
In seventh grade, geography and civics are each taught as a one-semester course. In the one-semester seventh-grade geography course, students study world geography using a thematic approach. The one-semester seventh-grade civics course addresses content regarding democracy; liberty; law; personal economics; and local, state, and national civic responsibility. The study of World History in Grade 8 addresses the time period from prehistoric man to the 1500s. Course content focuses on the migrations of early peoples, the rise of civilizations, the establishment of governments and religions, the growth of economic systems, and the ways in which these events shaped Europe, Asia, Africa, and the Americas. At the high school level, a comprehensive curriculum of fundamental social studies content builds on prior knowledge gained in earlier grades to challenge students to be knowledgeable and engaged citizens. All Alabama high school students must earn four (4) credits in social studies for graduation. Requirements stipulate that students must successfully complete the one-credit World History: 1500 to the Present course, the one-credit United States History I: Beginnings to the Industrial Revolution course, the one-credit United States History II: The Industrial Revolution to the Present course, the half-credit United States Government course, and the half-credit Economics course.
Activity of Tracing (Chasing) the Standard
United States History
Government and Economics

33. APPENDIX A Electives Psychology Sociology
Contemporary World Issues and Civic Engagement
Human Geography

34. APPENDIX B APPENDIX C ACT Course Standards – U.S. History
Literacy Standards For Grades 6-12: History/Social Studies, Science, And Technical Subjects

35. APPENDIX D APPENDIX E AL Graduation Requirements
Guidelines and Suggestions for Local Time Requirements and Homework

36. Grade 11 Standard 1 To Grade 10 Standard 16
Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I.
Describing the impact of Manifest Destiny on the economic and technological development of the post-Civil War West, including mining, the cattle industry, and the transcontinental railroad
Identifying the changing role of the American farmer, including the establishment of the Granger movement and the Populist Party and agrarian rebellion over currency issues
Evaluating the Dawes Act for its effect on tribal identity, land ownership, and assimilation of American Indians between Reconstruction and World War I
Comparing population percentages, motives, and settlement patterns of immigrants from Asia, Africa, Europe, and Latin America, including the Chinese Immigration Act regarding immigration quotas
Interpreting the impact of change from workshop to factory on workers’ lives, including the New Industrial Age from 1870 to 1900, the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO), the Industrial Workers of the World (IWW), the Pullman Strike, the Haymarket Square Riot, and the impact of John D. Rockefeller, Andrew Carnegie, Samuel Gompers, Eugene V. Debs, A. Philip Randolph, and Thomas Alva Edison To
Grade 10
Standard 16

37. Revised 2010 Alabama Course of Study : Social Studies
Rigorous Academic Standards and the Progression of Responsible Citizenship
Still rigorous academic standards and the progression of responsible citizenship.

38. Coming Soon…….. Summer Sessions at Our Regional In-service Centers
MEGA 2014 Sessions