1. SOCCIAL STUDIES MATTERS New High School Social Studies Curriculum Phase 1 Implementation August 28, 2014

2. NORMS 1.We will maintain a positive tone at our workshops. 2.We will not complain about a problem unless we are offering a solution. 3.We will begin and end our meetings on time and stay fully engaged throughout each meeting. 4.We will contribute equally to the team workload. 5.We will listen respectfully and consider matters from another’s perspective.

3. Everything Is Awesome! http://www.youtube.com/watch?v=rGnH6JPs v7E&sns=em http://www.youtube.com/watch?v=rGnH6JPs v7E&sns=em

4. Social Studies Matters April 2014 – New NYS SS Frameworks are implemented and passed by the Board of Regents https://www.engageny.org/resource/new-york-state-k-12-social-studies- framework-videohttps://www.engageny.org/resource/new-york-state-k-12-social-studies- framework-video Summer of 2014 – Teacher Collaborative Council Working on Toolkit or Blueprints for topics to be studied in classrooms 2014-2015: State –Wide Pilot of Lesson Activities formulated by teachers across the state. Fall 2014: Brief Field Guide Published to get Teachers and school districts begin thinking about how they are going to move forward with the process. June 2015: Official Toolkit Published to assist teachers and districts in formulating curriculum at local level June 2017: New Regents Assessment Aligned Completely to New Frameworks (Important Notice on Content Presently Assessed)

5. What is new about social studies and what do I need to know for this upcoming school year? New HS Curriculum Implementation Is In Three Phases Phase 1 : 2014-2015 – Professional Development on skills needed and Interim Assessments Phase 2: 2015-2016-Pilot Activity Plans Phase 3: 2016-2017-Full Implementation

6. SOCIAL STUDIES IN NEW YORK AND THE SCSD Instruction Teacher Development Based on NYS Blueprints Assessment Ongoing Professional Development New NY State Frameworks + FRAMEWORK ≠ STANDARDS

9. Three Major Shifts In Teaching & Learning SHIFT 1: Developing Questions and Planning Inquiries (Questions That Matter) SHIFT 2:Evaluating Sources and Using Evidence SHIFT 3:Communicating/Critiquing Conclusions and Taking Informed Action

10. New Social Studies Framework

11. 11 SHIFT ONE: The Inquiry Arc Developing Questions and Planning Inquires (Questions That Matter) (Questions That Matter) Constructing Compelling Questions Constructing Supporting Questions Determining Helpful Resources

12. Essential/Compelling/Focus/Inquiry Questions  Have no right or wrong answer; meant to be argued  Designed to provoke and sustain inquiry while focusing learning and final performances  Often address conceptual or philosophical foundations of a discipline  Raise other important questions  Naturally and appropriately recur  Stimulate vital, ongoing rethinking of big ideas, assumptions and prior lessons

13. Review your focus question again Is is a provocative question? Is it written in student-friendly language? Does it promote inquiry and address conceptual foundations of the discipline? 13

14. 14

15. ON A POST-IT NOTE WRITE A COMPELLING QUESTION ON THE FOLLOWING TOPIC: “systems of government”  SHARE YOUR QUESTION WITH YOUR TABLE GROUP  TABLE GROUP CHOOSES ONE QUESTION OR COMES UP WITH A DIFFERENT QUESTION TO SHARE WITH THE WHOLE GROUP

16. New Social Studies Framework

17. K-12 Unifying Themes 1. Individual Development and Cultural Identity 2. Development, Movement, and Interaction of Cultures 3. Time, Continuity, and Change 4. Geography, Humans, and the Environment 5. Development and Transformation of Social Structures 6. Power, Authority, and Governance 7. Civic Ideals and Practices 8. Creation, Expansion, and Interaction of Economic Systems 9. Science, Technology, and Innovation 10. Global Connections and Exchange

18. New Social Studies Framework

19. Common Core Anchor Standards for History/Social Studies

20. K-12 Social Studies Practices (these are all mentioned in the National C3 Framework) 1) Chronological Reasoning and Causation 2) Comparison and Contextualization 3) Geographic Reasoning 4) Gathering, Using, and Interpreting Evidence 5) The Role of the Individual in Social/Political Participation

21. K-12 Social Studies Practices 1) Chronological Reasoning and Causation 2) Comparison and Contextualization 3) Geographic Reasoning 4) Gathering, Using, and Interpreting Evidence 5) The Role of the Individual in Social/Political Participation

22. 22 Shift 2: Evaluating Sources and Using Evidence Gathering and Evaluating Sources Developing Claims Using Evidence

24. 24 Shift 2: Evaluating Sources and Using Evidence

25. New Social Studies Framework

28. 28 SHIFT 3: Communicating Conclusions and Taking Informed Action Communicating Conclusions (DBQ PROJECT) Critiquing Conclusions Taking Informed Action

29. SOCIAL STUDIES MATTERS

30. Phase 1 2014-2015 Familiarize ourselves with the Framework Voluntarily Teach the Habits of Historian Unit Begin to practice the major shifts through strategies and best practices from Reading Like A Historian and The DBQ Project Ongoing Professional Development on New Frameworks, Reading Like A Historian and The DBQ Project ** Ongoing Surveying and Feedback of Process

31. Systems of Accountability District- Wide Interim Assessments on Argumentative Writing – 2 at Grade 9 – 2 at Grades 10-11 – 2 in Participation In Government/ Black History * Local Measure of SLO Process Reflects Beyond The Bubble Assessments in Reading Like A Historian Initiative

32. Support Professional Libraries at each High School Professional Development with Compensation Ongoing Coaching Support for DBQ Project Ongoing Professional Development For Reading Like A Historian Supervisor Planning and Teaching Continuous access to Communication at www.ssmatters.com www.ssmatters.com

33. October 4 th PD

34. Nov. 15 th, January 31 st, February 28 th 9 am -1pm

35. August 28 th, March 13 th

36. Ambassadors (PLC) Meets for 2 Hours on the following dates: – 10/8, 2/11, 3/12,5/20

37. “Our Democratic Republic will not sustain unless students are aware of their changing cultural and physical environments; know the past; read, write, and think deeply; and act in ways that promote the common good.” The College, Career and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography and History p. 5