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CCRS Implementation Team #3 Quarterly Meeting Social Studies Session state.al.us/ccrs/

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Presentation on theme: "CCRS Implementation Team #3 Quarterly Meeting Social Studies Session state.al.us/ccrs/"— Presentation transcript:

1 CCRS Implementation Team #3 Quarterly Meeting Social Studies Session state.al.us/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?

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.

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.

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?

7 RECAP Strategies Used Today 1.Foldable 2.T-Charts 3.Close Read 4.Mark the Text 5.Concept Map 6.RISC

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9 Adopted 2010 ALABAMA COURSE OF STUDY: SOCIAL STUDIES

10 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) Remember Dr. Bice’s Five (5) Absolutes

11 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 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. SO WHAT SHOULD THE PREPARED GRADUATE LOOK LIKE?

13 SOCIAL STUDIES AND THE PREPARED GRADUATE

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.

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.

16 What Does A Responsible Citizen Look Like?  Informed and active  Aware of various levels of civic responsibility  A global perspective characterized by cultural diversity  A plan and prepared to succeed (PLAN 2020)

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

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19 Conceptual Framework of Content Standards GOAL Responsible Citizenship Economics Geography History Civics and Government

20 Alabama CCRS and Our Course of Study Position StatementsDIRECTIONS 1. 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?

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

22 Components of the Revised Course of Study WHAT ARE CONTENT STANDARDS? Students will: Identify rights and responsibilities of citizens within the family, classroom, school, and community. [Kindergarten—Content Standard 2] Define what students should know and be able to do at the conclusion of a course or grade

23 WHAT ARE BULLETS? 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 Denote content related to the standards and required for instruction. (Additional minimum content) Components of the Revised Course of Study

24 WHAT ARE EXAMPLES? 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 Components of the Revised Course of Study Clarify components of content standards or bullets. They are illustrative but not exhaustive.

25 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] EGHCG Components of the Revised Course of Study

26 DON’T OVERLOOK MAP ICONS 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 Components of the Revised Course of Study Content specifically related to Alabama history or geography

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28 COMPARISON OF OLD AND NEW DOCUMENTS StrandsEconomics, 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 ) 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 10-12Throughout 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 Overview 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

30 Grades 3-4 Overview Geographic and Historical Studies: People, Places, and Regions Alabama Studies

31 Grades 5-6 and Grades 5-6, Overview United States Studies: Beginnings to the Industrial Revolution United States Studies: Industrial Revolution to the Present

32 Grades 7—12 Grades 7-12 Overview Geography Civics World History United States History Government and Economics

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

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

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

36 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 Grade 11 Standard 1 To Grade 10 Standard 16

37 Rigorous Academic Standards and the Progression of Responsible Citizenship Revised 2010 Alabama Course of Study : Social Studies

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


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