1. Please sign in and sit with your grade level.
6-8 Social Studies
Please sign in and sit with your grade level.

2. Meet and Greet
Take a few minutes to introduce yourselves to the people at your table and in your grade level.

3. Meet Your District Team
These people have done some of the work that has gotten us to this point. Today they will help facilitate our group sessions after we break out into grade level groups. Look for them when you have questions or need assistance.

4. Meeting the needs of All students in the 21st Century
Importance of
Essential Standards in
Social Studies
Meeting the needs of All students in
the 21st Century

5. Essential Standards
Those skills, understandings, and learning experiences that all students must master and/or complete at each grade level or course in order to move to the next level of learning.

6. The New NC Essential Standards…
…identify the most critical essential knowledge, understanding and skills that a student must learn in a grade or course in order to be successful at the next level of learning and for life beyond the classroom.

7. Primary Goals
To clarify what must be learned at each level and lessen the chance that critical knowledge is overlooked.
To create Standards that are enduring, clear, and measurable.

8. Understanding Patterns
While the essential standards are written broadly, the clarifying objectives are written to include more specificity. This specificity is focused on skills such as making connections across time and location and understanding patterns of change and continuity.

9. Teachers Know Content
Conceptual standards will give teachers and districts more flexibility in the content examples that we elect to use in order to support the concepts and teach students historical literacy—to read, write, and think like historians.

10. Teachers Facilitate Learning
The new social studies essential standards are designed to ensure that all students at all grade levels acquire the essential knowledge and skills to be informed, active citizens in the 21st century.

11. Teachers Know Students
Essential standards and clarifying objectives were developed to ensure that the content is developmentally matched to the age and stage of the learner for better clarity and specificity.

12. Basic Changes Basic changes have been made across all grade levels.
The focus in 6th and 7th grade will include a global perspective through a span of time instead of the study of one continent at a time.

13. Viewing Lens All grades will study the world from Geographic
Historical
Cultural
Economic
Political
Perspectives.

14. Specific Time Spans 6th Grade: Beginnings of Human Society to the
Emergence of the First Global Age (1450)

15. The Great Global Convergence
Specific Time Spans
7th Grade:
The Great Global Convergence
( )
to the
Present

16. Specific Areas 8th Grade
North Carolina and the United States: Creation and Development of the State and Nation
Integrated study of NC and US History
No longer a focus on NC History

17. Effective Teachers
Effective teachers utilize an array of strategies, techniques, and assessments that provide positive learning opportunities and growth for all students.

18. Standards and Objectives
Become acquainted with your grade level standards by…
underlining the five organizing strands, and
highlighting the verbs found in the essential standards and clarifying objectives.

19. Organizing Strands within the Standards
H - History
G - Geography and Environmental Literacy
E - Economics and Financial Literacy
C & G - Civics and Government
C - Culture

20. 6.H. 2.4 7.C&G.1.3 8.E.1.2 Identifying the Objectives Standard
Grade Level
7.C&G.1.3
Clarifying Objective
Strand
8.E.1.2

21. The Big Picture -6th Grade
World Geography, History, and Culture: Patterns of Continuity and Change
Beginnings of Human Society to the Emergence of the First Global Age 1450
SCOS included only Europe and South America
New course allows for a comparative exploration of cultures all across the globe

22. The Big Picture- 7th Grade
World Geography, History, and Culture: Patterns of Continuity and Change
The Great Global Convergence ( ) to the Present
Represents the Last Five Eras of the National Standards
SCOS included only Africa, Asia, and Australia
New course allows for a comparative exploration of cultures all across the globe with a particular focus on conflict and cooperation, economic development, population shifts, political thought and organization, cultural values and the impact of environment on regions in the modern world.

23. Big Picture- 8th Grade
North Carolina and the United States: Creation and Development of the State and Nation
New- Integrated Study of the US and NC

24. Concepts Timeless Universal Transferable Abstract and broad
(to various degrees)
Examples share common attributes
Represented by 1-2 words

25. Concept vs. Topic? ENVIRONMENT MANIFEST DESTINY COMPUTER AGE
GREAT DEPRESSION
CULTURE
SUPPLY AND DEMAND
MOVEMENT
SYSTEM
CIVIL WAR
NOTE: For purposes of this activity all terms appear in all caps so that you may not use rules of capitalization to distinguish between a concept and topic.

26. Answers to Activity Concepts Topics Environment Manifest Destiny
Culture
Computer Age
Supply and Demand
Great Depression
Movement
System
Civil War

27. BREAK!
Take a 15 minute break!

29. Secret Task Time!
Please complete your assigned task as discreetly as possible. There are various tasks, but you should only be aware of your own. Complete it and put it away for later.

30. Question #1
What are the components to the NC Balanced Assessment
System?

31. Question # 2 Which of the following is not one of the four
critical things the teacher should be able to
answer when developing an assessment?
1. The Purpose for the Assessment
2. The Type of Learning to be Assessed
3. The Length of The Assessment (how long it
should take to complete)
4. The Assessment Instrument to be Used

32. Question # 3 Which of the choices below combine
content and skills into a format that
shows what students know and can do?
a) Selected Response
b) Constructed Response
c) Performance Task
d) Personal Communication

33. Question # 4
What tool would the teacher use to determine the type of knowledge to be assessed as well as the cognitive process for which students should be
engaged?

34. Here is where you will be able to determine the type of knowledge to be assessed as well as the cognitive process for which students should be engaged.

35. Two Essential Questions
1) How does one select or design assessment
instruments and procedures that provide accurate
information about how well students are learning?
(Assessment for learning and less assessment of learning)
2) How does one ensure that objectives,
instruction, tasks, and assessment are consistent with
one another?
(The degree of consistency)

36. Learning occurs best when there is…
A purposeful process that aligns:
Curriculum
Instruction
Assessment
Complete alignment:
Content
Cognitive Type
Context
What is Written…
What is Taught…
What is Tested…

37. How well could you learn to bake cakes from
“The Cake Boss”?

38. Here is where you will learn and practice.

39. Here is where you will prepare your cake for final judging.

40. Let’s Do A Little Experiment
Please work independently.

41. When Preparing To Develop Assessments…
…there are four fundamental things to be able to
know the answers to:
1. The Purpose for the Assessment
2. The Type of Learning to be Assessed
3. The Assessment Method to be Used
4. The Assessment Instrument to be Used

42. #1 = The Purpose for Assessing
Gauging Student Needs
Monitoring Progress
Checking Understanding
Demonstrating Understanding

43. #2 = The Kinds of Learning Targets
Knowledge
(Facts we want students to know and concepts we want students to understand)
Skills
(Students use knowledge and reasoning to act skillfully.)
Reasoning
(Students use what they know and understand to reason and solve problems.)
Products
(Students use factual knowledge, reasoning/conceptual knowledge, and skills to create a concrete product.)

44. What Type of Learning is It?
 I can parallel park within one foot of the curb without hitting anything.
 I can read traffic signs and I can describe what they mean – yield, stop, merge, etc.
 I can create a log documenting my mastery of driving concepts
 I can decide what to do next based on my
understanding of how cars work, what other drivers are doing, and road conditions.

45.  Extended Written Response  Performance Assessment
#3 = The Four Basic Categories of Assessment Methods That Are Generally Used In The Classroom
 Selected Response
 Extended Written Response
 Performance Assessment
 Personal Communication

57. Align objectives to specific content.
Break Out into Grade Level Work
6th and 7th Grades Collaborate on Crossover Content
(about 20 minutes)
Align objectives to specific content.

59. JIGSAW
Each group will take a different section from the timeline. Create a unit template for each time period within your section that you would group together for a unit. Use the objective stickers to identify the objectives that will be addressed in that unit.

60. Work on this until 11:30.
You go to lunch on your own from 11:30 until 12:45.
Briefly return to whole group at 12:45.

61. Chart Task

62. Time/Event
Standard/ Objective
Concept
Vocab
Assessment
Instructional
Strategies
Literacy Shift
Technology
Tasks

63. Unit Planning- First Steps
Use the unit planning chart to create the framework for lesson planning.
Time/ Event
Standard/ Objective
Concept
Vocab
Assessment
Instructional
Strategies
Literacy Shift
Technology
Tasks
Transfer this.
Add this.
We will NOT work with these columns today.

64. Objective/Assessment Alignment
Your focus at this stage should be to align assessments to your standards. Look closely at the verb in your objective, and create an idea for an assessment that will require the student to be tested at the same cognitive level that the objective is demanding.

65. Go back to your jigsaw group in your grade level location.
Tie up loose ends with your timelines.
Add concepts from your unpacking document
and/or concept chart.
Add specific Tier 3 (content-specific) vocabulary
that will have to be included to learn the
time/event thoroughly enough to address the
standards within the unit.

66. Return to Whole Group at 3:15 for closure and dismissal from here.

67. Next Steps