Tennessee Social Studies Training 2015 World History and Geography

Tennessee Social Studies Training 2015 World History and Geography

Module 1: Examination of the Standards

Training Overview Examination of the new state standards
Examination of essential understandings of each historic era covered in the standards and developing text-dependent questions that will lead students to meet the new standards Analysis of the relevance of the study of history as it relates to college and career readiness. Instructional activities that encourage rigor in both teaching and learning Availability and engagement with resources Assessment of the training as both teacher and learner ----- Meeting Notes (5/2/15 10:14) ----- 1 minute: Popcorn Read and Ask for questions

Norms for Collaborative Work
Keep students at the center Be present and engaged Monitor air time and share your voice Challenge with respect Stay solutions oriented Risk productive struggle Balance urgency and patience Start and end on time ----- Meeting Notes (5/2/15 10:14) ----- 1 minute: Establish tone for training Participant Packet #1 p. 3

Module 1: Rationale “Academic standards provide a common set of expectations toward which all students strive. They establish necessary knowledge and skills for students to succeed in post-secondary study or careers. The Tennessee Department of Education is committed to providing educators with resources and information to support student mastery of these standards.” “After receiving feedback and insight from educators in Tennessee and reviewing national exemplars in social studies education and two sets of draft standards, the State Board of Education approved on second read the new social studies standards on July 26, These standards will begin in the school year” -Tennessee Department of Education Website ----- Meeting Notes (5/2/15 10:15) ----- 2 minutes: Participants read to self. Ask for quick takeaways. Participant Packet #1 p. 4

Module 1: Goals Participants will deepen understanding of the new Tennessee Social Studies Standards by: Analyzing the standards for social studies to gain clarity on key shifts in Social Studies Instruction in Tennessee Identifying these shifts as moving away from “doing history” to “exploring history” Reflecting on experiences with the standards Locating embedded literacy standards in the Social Studies Standards Integrating primary documents and supporting texts into classroom instruction and learning to help students develop a historical reading lens 1 minute: Popcorn Read Participant Packet #1 p. 5

Module 1: Session Activities
Participants will engage in the following activities: Looking at an overview of the two-day training Outlining the standards and tracing the flow from Kindergarten through high School Examining the standards Exploring strategies for teaching literacy through the standards Looking ahead to notice how modules two through four will answer questions raised during this module 1 minute—Popcorn Reading Participant Packet #1 p. 6

Training Sequence Date Content Summer 2013 Text Complexity
Print Rich Environments Accountable Talk Increased Rigor Summer 2014 An Examination of the New Standards Strategies for Using Primary Sources Analyzing Writing A Review of Accountable Talk Summer 2015 A Deeper Examination of the New Standards Assessment Strategies Questioning Strategies Strategies for Writing Like a Historian Resources for Planning Participant Packet #1 p. 7

Overview of the Two Day Training: Day 1
White Book p. Module Objective Module 1 Examination of the Standards Outlining the standards Review and examine the standards Teaching literacy with primary sources and supporting texts Module 2 Questioning Strategies Practice Test Selections Verb Descriptor Analysis Crafting quality questions 1 minutes-- Participant Packet #1 p. 8

Overview Of The Two Day Training: Day 2
White Book p. Module Objective Module 3 Writing Like A Historian Close Read of the released prompts The Importance of rubrics Assessing student writing with a rubric Writing Strategies Module 4 Planning for the New Rigor Performance Learning Descriptors Process Guide Resources for Civics, African-American History, Public Domain Sources, Practice Test Standards Correlation 1 minute—Participants read to themselves; ask for questions Participant Packet #1 p. 8

Outlining the Standards
Anatomy of the Standards 6th Grade World History and Geography Pre-History and Early Civilizations through Decline of the Roman Empire 7th Grade World History and Geography The Middle Ages through the Exploration of the Americas High School World History and Geography The Ages of Revolution through the Contemporary World 1 minute—Participants read

Coding of the Standards
The standards are coded among the different strands of Social Studies. The breakdown of the codes and abbreviations are listed on p.10 of the Participant Packet #1. ----- Meeting Notes (5/2/15 10:49) ----- 2 minutes--Participants look at the standards and find a standard that touches on most of the codes.

Themes in the Standards
Tracing themes in the standards across grade levels What do you notice from the sample? ----- Meeting Notes (5/2/15 10:52) ----- 5 minute--Ask what things are evident. Emphasize that this is not the content entirely. This is truly a specific standard analyzed. Content builds and is representative of the embedded coding. Participant Packet #1 p. 11

Examination and Review of the Standards
Part I—With a partner take about 15 minutes to: Browse through the new standards for U.S. History and Geography. Identify the key verbs in the standards. Describe the key verbs in the standards. What skills are students expected to demonstrate based on verbs in the standards? How do these standards relate to other academic disciplines? ----- Meeting Notes (5/2/15 11:06) ----- Have participants divide by grade band (8th vs. HS) Could work by table, small groups, or partners (determine climate of room) Write and discuss answers in book Encourage highlighting verbs for time and ease of partipants Bullet 2-VERBS only Bullet 3-Differentiate the skills from the verbs. Refrain from using VERBS to describe skills. As you prepare to engage partipatns on #3, MODEL a VERB like SUMMARIZE which would need the skills of --->close reading, comprehension, POV, main idea.....(Think of this as learning strategies students will need to know to fulfill the verb requriements) Bullet 4: ELA standards (POV, Bias, Rhetoric analysis), Math (data analysis, charts) and Science (Charts, physical geography, defending hypotheis) Participant Packet #1 p. 12

Part II—With a partner discuss and record: Think about and discuss your experience with the new standards this past year. How did you overcome some of the challenges that you faced in your classroom? (What worked in your classroom?) ----- Meeting Notes (5/2/15 11:06) ----- 10 minutes--(time constraint to limit complaints, 5 minutes for issues/5 minutes for solutions) Be cautious--this could easily become a HUGE gripe session. Steer conversation to solutions oriented conversation. Rotate around. Examine activities/standards as cohesive that one COULD chunk. Module 4: Lists public domain resources Some challenges: time, primary sources (what/how/when to use), paper budgets, grading the ER (time, rubric)etc. Thinking forward--> ELA and Social Studies Integration, increased writing, etc. CHART RESPONSES Participant Packet #1 p. 13

Part III—Whole Group Discussion: What might you do differently this year to help students learn and utilize the skills necessary to be successful? What insights did you gain from engaging in this activity What implications will the standards have on your instruction? ----- Meeting Notes (5/2/15 11:06) ----- 5 minutes--Group discussion Participant Packet #1 p. 13

Teaching Literacy with Primary Sources and Supporting Texts
Excerpt Grade Level Tanakh 6th Grade Two Treatises on Government 7th Grade Winston Churchill’s “Iron Curtain Speech” High School ----- Meeting Notes (5/2/15 11:08) ----- 1 minute: Invite to do a close read, circle vocab, underline important texts. Participant Packet #2 p.44-47

You will read your grade appropriate text twice. The first time read as if you were a student. The second time read as a teacher. 45 minutes for reads, answering questions, and discussions Participant Packet #1 p.15-16 Participant Packet #2 p.44-47

On your first read as a student: On a scale of 1-10, how challenging was the read of your text? What made it a challenging or easy read? What vocabulary was challenging? What other obstacles did you have to understanding this text? Reaction slide about content—multimedia READ to self Optional READ outloud (media FDR speech) Think as an 8th grader or HS student for this slide. Participant Packet #1 p. 15

On your second read as a teacher: How would you identify and teach the vocabulary? What standard(s) does this text help teach/support? How would you use this text to teach this/these standard(s)? What complementary texts or other stimuli (cartoons, articles, maps, etc.) might you use along with this one? If you were planning a unit, at what point in the unit would you use this text? How would utilizing this text in the classroom relate to other academic disciplines? Documents are longer than what teachers may want to students to use/read. Chunking text may be useful when scaffolding learning. Briefly reference Text Complexity Chart on white book p. (climate check about comfort level with chart) Participant Packet #1 p. 16

What’s Next? Questions You May Have Answers
White Book p. Questions You May Have Answers How do I help my students answer the new multiple choice questions? In module 2, we will learn to address and write rigorous multiple choice questions. How do I help my students answer the new extended response questions and write like historians? In module 3 we will learn to use the state’s rubric to evaluate through written assessment and in module 4 we will learn to teach writing like historians. How do I plan for the year and pace my instruction to include all of the standards? In module 4 we will learn about some strategies and resources to help with planning and pacing Bridge/Preview to other modules. Looking forward to hook participants for next 3 modules. Read and discuss. Participant Packet #1 p. 18

Module 1: Takeaways The new standards have an intentional flow from elementary school through high school. The standards set high expectations for student learning. The increased use of primary documents and supporting texts requires teacher supports to help students successfully apply the texts to the era of study. A high level of expectations requires higher level assessments which we will learn about in upcoming modules. What will you share with colleagues about Tennessee Social Studies Standards and their implications on our instruction? 5 minutes--Read Aloud (popcorn read) Cold call for sharing takeaway question Participant Packet #1 p. 19

Module 1: Reflections Please reflect on Module 1 on the Reflection Sheet at the end of Module 1 in Participant Packet #1. Needs and Gots on way to break Participant Packet #1 p. 20

Module 2: Questioning Strategies

Module 2: Rationale The new assessment for Tennessee Social Studies will require new teaching strategies to help students develop the skills that they need in order to be successful. Students must be able to adequately interpret a variety of stimuli, and use them to draw conclusions based on their prior historical knowledge and their ability to think as a historian. 1 minute—Popcorn read and questions Participant Packet #1 p. 21

Module 2: Goals Participants will deepen their understanding of using multiple choice questioning strategies in conjunction with primary sources, political cartoons, maps, charts, timelines, photos, and other historical stimuli by: Viewing sample assessment questions through the lens of a student as well as a teacher to analyze necessary skills for successful completion Linking sample questions to appropriate state standards Noting verb descriptors in specific state standards and comparing them to the question asked Creating rigorous stimuli-based multiple choice questions Collaborating about characteristics of effective questioning 1-2 minutes--Facilitator’s call—read aloud or self Participant Packet #1 p. 22

Participants will engage in the following activities: Participating in a practice test of the grade level of their choice Comparing questions from the practice test to the state standards Analyzing verb descriptors of the standards and comparing how they relate to the mock assessment questions Crafting quality stimuli-based multiple choice questions from the standards Participating in a gallery walk of quality stimuli-based questions 1 minute--Facilitator’s call: Read aloud or to self Participant Packet #1 p. 23

What this module isn’t….
A thoughtful analysis of best practices in questioning A set of tricks for “acing” the test An exercise in comparing standards to assessment tasks An opportunity to examine content of specific standards An examination of the process of thinking like a historian An examination of specific content An opportunity to improve question writing for our classrooms A comprehensive list of test-taking strategies 1-2 minute Facilitator sets tone for module verbally to maintain focus

Practice Test Taking Part I—Individually
Take the selected practice test questions for a grade level of your choice. Circle the answers in your Participant Packet. What do notice about the questions you read? What do you wonder about the questions you read? 30 minutes--Those who are well versed in state test for their grade band might answer the other grade band test questions. Read and answer MC questions as individuals. Small group to discuss questions from MC questions. Measure the climate of the test takers (teachers) Possibly build break into test-taking. Participant Packet #2 p. 24

Practice Test Taking Part II —Reflect on Your Experience
What types of questions were most challenging? How can you prepare students for these types of questions? Remind participants to keep students in perspective. Participant Packet #1 p. 24

Practice Test Taking Part III— Whole Group Discussion
What insights did you gain from engaging in this activity? Were there any “ah-ha” moments as you encountered the practice test items? What implications will these types of questions have on your instruction? Limit discussion to 5-10 minutes Keep discussion positive. Redirect if it becomes negative. Participant Packet #1 p. 24

Linking the Questions to the Standards
Part I—The Standards Use the questions that you answered in the last activity. Find the content that was covered in the standards in Participant Book 2 for that grade level. Find the standard that most closely aligns with each question. 20 minutes—Participants will chart their responses. Participant Packet #1 p. 25

Part II—Verb Descriptors What verbs were used in the standards? How did those verbs relate to the question that was asked? (see verb descriptor chart) Were there any questions that were difficult to link to a standard? If so, how did you link them? 5-10 minutes Participant Packet #1 p. 25

Verb Descriptors Chart
Key Words in Prompt Tasks Writing Strategy Explain, Discuss, Explore Make an event, a process, a problem, or a relationship clear and understandable. Include Examples and Reasons Explanation Identify, Show, Tell About, What is/are Explain the distinguishing characteristics of a subject or the meaning of a term Classification (Identification/Description/Definition Compare, contrast, discuss similarities and differences Show likenesses and differences. Support your points with details and examples. Classification (Comparison and Contrast) Analyze, who, causes and effects, examine, show how, explain why, in what way(s) Show causes and effects or break a subject down into its parts, showing how they function and relate to the whole. Use facts and examples. Analysis Trace, summarize, outline Give a condensed description of an issue, and event, or a sequence of events. Omit minor details Summary Evaluate, pros and cons, in your opinion, in your judgment Present your judgment on an issue, an event, or a historical or political figure. State your criteria, and evaluate the subject on the basis of each. Synthesis Interpret Consider the significance of a subject in the context of your total knowledge, and explain it in your own words. Interpretation Optional for reference to verbs in questioning

Part III—Group Discussion What value does this activity have? How can understanding the relationship between the standards and the questions help shape instruction? Were there any “ah-ha moments” in this activity? 5-10 minutes Participant Packet #1 p 25.

Writing Rigorous Stimuli-Based Multiple Choice Questions — Part 1
Part I— Text-Based Primary Source Questions Select a primary source from the provided materials in Book 2. As a group, craft 2 text-based questions about the primary source that you chose. Cite the source. Part II— Graphic-based Primary Source Questions. Select a political cartoon, map, chart, timeline, or other visual stimuli. As a group, craft 2 questions based on the stimulus, and/or content knowledge. 25 minutes—Group/partner activities—Both activities done simultaneously Participant Packet #1 p. 27

Part III—Charting Chart both sets of questions. Cite source and page number. 10 minutes—Suggestion: Tie questions to the standards. Participant Packet #1 p. 27

Part IV—Gallery Walk and Revisions Using sticky notes, suggest revisions and give feedback about other groups’ questions. Once everyone has circulated, groups will revise their questions, and write one additional question of each type. 15 minutes—Incorporate break, encourage pictures Participant Packet #1 p. 27

Writing Rigorous Stimuli-Based Multiple Choice Questions—Part 2
Part I— Text-Based Primary Source Questions Pick a primary source from the public domain list provided. As a group, craft two text-based questions about the primary source that you choose. Be sure to list the source. Part II — Graphic- Based Primary Source Questions Pick a political cartoon, map, chart, timeline or other visual stimuli. As a group, craft two questions based on the stimuli and/or content knowledge. Participant Packet #1 p. 28

Part IV— Gallery Walk and Revisions Using sticky notes, suggest revisions and make feedback about other groups’ questions. Once everyone has circulated, groups will revise their questions. Participant Packet #1 p. 28

Part IV— Reflection What did you gain from this activity? How was this different from formulating other types of questions? How will you apply this activity in your classroom? What revisions did you make based on feedback? Participant Packet #1 p. 28

Module 2: Takeaways The new TN assessment for Social Studies contains a much higher level of rigor for the multiple-choice items. The new TN assessment is almost exclusively text and other stimulus-based for the multiple-choice items. Our students must become familiar with these types of questions, and must be able to read and interpret like a historian. Educators must practice asking these types of questions, in order for our students to be successful. What will you share with colleagues about rigorous multiple-choice questions and their implications on our instruction? 5 minutes—Focused and positive Participant Packet #1 p. 29

Module 2: Reflections Take a few moments to respond to the following questions as a way to reflect on your learning during this module: What was your biggest insight or learning in this module? Why was that significant? What one thing will you do differently based on your understanding of this module’s content and the nature of new assessment items? What do you want to learn more about in order to implement the learning in your practice? What questions do you still have? Participant Packet #1 p. 30

Module 3: Writing like a Historian

Keep students at the center Be present and engaged Monitor air time and share your voice Challenge with respect Stay solutions oriented Risk productive struggle Balance urgency and patience Start and end on time . Participant Packet #1 p. 3

Module 3: Rationale “Rubrics are … teaching tools that support student learning and the development of sophisticated thinking skills. When used correctly, they serve the purposes of learning as well as of evaluation and accountability…..rubrics blur the distinction between instruction and assessment.” - Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 5(5), Participant Packet #1 p. 31

Module 3: Goals Participants will deepen understanding of historical writing guided by rubrics through: Discussing the importance of rubrics Reviewing the sample extended response items for your grade band Analyzing and comparing student writing with the state rubric Connecting and applying the rubric to self and peer analysis and reflection 1 minute—Participants read Participant Packet #1 p. 32

Participants will engage in the following activities: Close read of Tennessee’s Social Studies Extended Response Prompts Discussion of the importance of rubrics Assessment of student writing using the Tennessee Extended Response Rubric Utilization of tools to assist students in their writing 1 minute—Participants read Participant Packet #1 p. 33

Reflections on Modules 1 and 2
Recall the strategies teachers may use to develop a historical reading lens with their students. Examine the shift from DOING history to EXPLORING history. Explain the importance of students using textual evidence to wrestle with interpretive questions. List positive aspects of this student centered, active pedagogical shift. 5 minutes—Keep positive and discuss. Refer to the posters and charts. Reflect on yesterday. Participant Packet #1 p. 34

Task Sheet: Tennessee’s Extended Responses
Part I—Examine With a partner complete the tasks below: Read through ONE of the new Extended Response questions for World History and Geography. Pull-apart the prompt. What is the main idea/topic? What VERBS are used in the question? What type of writing is required of the student? . 5-10 minutes to read and pull apart the prompt. Participant Packet #1 p. 35

Part II—Reflect on the stimuli With a partner discuss and record: Think about and discuss what skills students will need to master this task. What are your instructional strategies to help students learn and utilize the reading, writing, and analytical skills necessary to be successful? 5 minutes—Chart the strategies as a group. (Examples: DBQs, exemplar texts, outlining, etc.) Participant Packet #1 p. 35

Part III—Whole Group Discussion What insights did you gain from this activity? What implications will extended writing have on your instruction? 5 minutes—Group Discussion—Focus on positive especially in second bullet Participant Packet #1 p. 35

Other ways rubrics help teachers and students:
Purpose of Rubrics They help teachers They help students Rubrics provide an equitable, consistent method to assess student work by: 1. Clarifying grading guidelines to evaluate student writing/work 2. Predetermining distinct criteria for tasks 3. Defining performance levels demarcated within the rubric 4. Delineating gradations range from high to low 5. Examining the product in pieces and as a whole *Can be used for formative and summative assessments Rubrics clarify the teacher’s expectations for students’ work by: Serves as a framework to guide students’ work Clarifies the teacher’s expectations Explains components of the assignment Recognizing how their grade was determined by the teacher Better understanding of a teacher’s feedback areas of strength ways to improve Teaching students how to write/create historical works Deepens historic analysis Sharpens writing skills to mimic a historian Other ways rubrics help teachers and students: 5 minutes—Independent read, very brief whole group discussion Participant Packet #1 p. 36

TASK SHEET: Examining Student Writing with a Rubric
Part I— Examination Read through the students’ responses and assign a numeric score using the TN Social Studies Response Rubric. Highlight in different colors indicating obvious strengths and weaknesses within student document. Part II— Discussion With your table/group, compare numeric scores for each piece. Decide on ONE number for each student writing. Part III—Whole Group Chart the students’ work collectively. 30-45 minutes--Devise a chart for participants to chart number scores for student essays. Compare scores between groups. Suggest break built into charting. See next slide in conjunction with part 3. 1. Take a few moments to look over the Rubric found on page of packet 1. 2.“p student sample in packet 2; 6th and 7th Grade rubric is found on page in packet 1; U.S. History rubric is found in packet 2 pages ” Participant Packet #1 p. 37

Part III— Continued Devise a QUICK instruction plan to strengthen students’ work using sample pieces: What evidence can you draw from these student samples about your students’ capabilities? Where do students need refinement? What strategies can you use to bridge deficits and improve student writing? See previous slide. Participant Packet #1 p. 37

Students Use of Rubrics for Self or Peer- Assessment
The purpose of students using rubrics are: Deleting numeric scores and substituting them with YES and NO responses makes assessing easier and less confusing for students. Participant Packet #1 p. 40

Task Sheet: SRSD– Think SRSD
Part I—Individually Read SRSD Overview and answer the following questions: To what extent is this different from the way you currently teach writing? In what ways do you think SRSD will be beneficial in teaching writing in a social studies class? Participant Packet #1 p

POW TREE+C P= Pull apart the prompt What am I being asked to do? What should I write about? Turn the prompt into a question that can be answered. O= Organize Label paragraphs with main ideas Highlight what is important W= Write Where do I start? Look back at the “O” Participant Packet #1 p. 44

POW TREE+C T= Topic/ Thesis What is my claim? R= Three supporting reasons from the text/history Why did I make this claim? E= Evidence How can I prove it with evidence from the text? E= Ending Did I wrap it up tightly? +C= Counter claim- What do others say? How would I respond to what others think? Participant Packet #1 p. 44

Task Sheet – POW TREE+C Part I —Individually
Read the prompt you worked with earlier in this module. Use the POW TREE+C strategy as if you were going to answer the prompt. Fill in the graphic organizer with the information from the prompt +C may not be compatible with all prompts but has validity in the classroom. Participant Packet #1 p

Task Sheet – POW TREE+C Part II —Partner work
Talk through the thought process you went through while filling the graphic organizer out. Take notes and be prepared to share as a whole group. Potentially reference TIDE as well (for narrative style) Participant Packet #1 p. 47

Task Sheet – POW TREE+C Part III— Whole Group Discussion
What insights did you gain from this activity? How can you use this in your classroom to help your students prepare for the extended response? Participant Packet #1 p. 47

Module 3: Takeaways Students must possess a variety of skills to write like a historian. The Tennessee Extended Response Rubric lists many elements of quality historical writing. Rubrics support quality writing in a variety of ways. POW TREE +C and SRSD writing provide research proven strategies for helping students write like historians. What will you share with colleagues about writing like a historian and its implications for our instruction? Participant Packet #1 p. 49

Module 3: Reflections Take a few moments to respond to the following questions as a way to reflect on your learning during this module: What was your biggest insight or learning in this module? Why was that significant? What one thing will you do differently based on your understanding of this module’s content and the rigor of the new standards? What do you want to learn more about in order to implement the learning in your practice? What questions do you still have? Participant Packet #1 p. 50

Module 4: Planning for the New Rigor

Keep students at the center Be present and engaged Monitor air time and share your voice Challenge with respect Stay solutions oriented Risk productive struggle Balance urgency and patience Start and end on time Participant Packet #1 p. 3

Module 4: Rationale “Rigor may mean rethinking the kinds of instruction you are providing and the kinds of responses you are asking of your students.” -Dr. Linda Wallinger Assistant Superintendent for Instruction Virginia Department of Education Participant Packet #1 p. 51

Module 4: Goals Participants will deepen their understanding of planning by: Analyzing the Performance Level Descriptors Reviewing the Process Guide Addressing resources made available by TDOE 1 minute—Popcorn read Participant Packet #1 p. 52

Participants will engage in the following activities: An analysis of Performance Level Descriptors A discussion of how the Process Guide can help facilitate professional planning at the school level An overview of state legislation that effect the social studies classroom and resources that have been provided to meet these expectations Participant Packet #1 p. 53

Task Sheet: Performance Levels Descriptors
In spring 2014, Tennessee educators in grades 3-8 and US History drafted Performance Level Descriptors (PLDs) to broadly describe the content knowledge, skills, and practices students performing at a given level should be able to demonstrate at each particular grade level. These PLDs will serve as the basis for standard setting following the first operational administration. Participant Packet #1 p. 54

Task Sheet: Performance Levels Descriptors
Part I —Partner Work 1. Go to Performance Level Descriptors in the resource guide 2. With a partner choose an era and answer the questions: What differences do you notice between the different levels? What similarities do you notice between the different levels? Take one standard from an era in your grade level and chart how you will move students from below basic to basic and from proficient to advanced. Partners need to be prepared to share with the group. Part II —Whole Group Discussion 15-20 minutes--Remind participants to use language from the PLDs. Participant Packet #1 p. 54

Task Sheet: Process Guide for Instructional Planning
Part I— Individual Examine the Process Guide in the Participant Packet #2 Part II— Whole Group Discussion Reflect by answering the following questions: How can you and the team at your school use this process guide with your planning? What steps do you think you need to focus the most on and why? 15 minutes—This can be cut or expanded based on time. Participant Packet #1 p. 55

Task Sheet: Process Guide for Instructional Planning
Part III— Whole Group Discussion What are your takeaways from the process guide? Participant Packet #1 p. 55

Resources Look over the resources available on Civics Project-Based Assessment and the Annotated Bibliography Questions? Concerns? Other resources to share? Short discussion about district compliance. Participant Packet #2 p

Module 4: Takeaways In what ways can you use the PLDs to help your students move to the next grading category? How does the Process Guide help with your planning? What will you share with your colleagues about resources and planning for the school year? Participant Packet #1 p. 59

Reflection Take a few moments to respond to the following questions as a way to reflect on your learning during this module: What was your biggest insight or learning in this module? Why was that significant? What is one thing will you do differently based on your understanding of this module’s content and the rigor of the new standards? What do you want to learn more about in order to implement the learning in your practice? What questions do you still have? Participant Packet #1 p. 60

Tennessee Social Studies Training 2015 World History and Geography

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