1. Grade 6: Standards, Instruction, and Assessment Overview 2 nd 6-weeks Grading Period Session WIKI: www.6th-socialstudies-2ndsixweeks.wikispaces.com

2. Geography Quotes  “God created war so that Americans would learn geography.” Mark Twain  “I get to go to overseas places, like Canada.” Britney Spears  "New York is an ugly city, a dirty city. Its climate is a scandal, its politics are used to frighten children, its traffic is madness, its competition is murderous. But there is one thing about it - once you have lived in New York and it has become your home, no place else is good enough." Megan McCafferty  "Everywhere's been where it is ever since it was first put there. It's called geography." Terry Pratchett  "It is wonderful to be here in the great state of Chicago." Dan Quayle  “Over the last 15 months, we’ve traveled to every corner of the United States. I’ve now been in 57 states? I think one left to go." Barack Obama

3. Icebreaker On a post-it note, write down some aspect of the geography of the Americas. It can be a landform, cultural element, aspect of government, etc. Do not show anyone! Put the post-it on the back of another participant You will be trying to guess what is on your back by asking YES/NO questions

4. Agenda Standards KCAS 4.1 Curriculum Maps 2. Instruction 3. Assessment 4. Collaboration

5. Session Learning Targets I can plan engaging lessons using KCAS 4.1 Social Studies Standards for the 1 st grading period. I can identify and develop formative and summative assessments to assess student learning in social studies.

6. STANDARDS

7. KCAS 4.1 Social Studies

9. Curriculum vs. Curriculum Map Curriculum State law requires teachers to teach all the standards outlined in KCAS 4.1 Program of Studies for their subject/grade level For social studies, standards are organized by “big ideas”: Government and Civics Cultures and Societies Economics Geography Historical Perspective Curriculum Map JCPS’ organization/articulation of KCAS 4.1 It is strongly recommended that teachers use/follow the maps to ensure that all standards are addressed adequately MAPS ARE NOT BASED ON A PARTICULAR TEXTBOOK OR PROGRAM – IT IS BASED ON STANDARDS

10. Curriculum Maps were created to…  Address the content you are required to cover  Address the recommendations given by 6 th grade teachers  Capture the big picture in the daunting task of world geography coverage  Provide unit and topical breakdowns of the content  Provide student friendly learning targets  Address deficiencies found in the 566 page Curriculum Audit

11. Curriculum Map Features

12. Learning Targets Fewer Learning Targets MOST topics have 3 or less learning targets Learning Targets are what students need to know at the end of the topic For short topics, the learning target is a daily target For longer topics, you will need to create supporting /daily learning targets to help students reach the learning target for the topic

13. Suggested Resources Most of the suggested resources come from TCI programs, Discovery Education, and online websites. ALL teachers have access to these resources. It is encouraged that you look at these resources as you are planning each unit/topic. Textbooks are resources ONLY. Lessons should be created based on learning targets and standards NOT what chapter is next in the book.

14. INSTRUCTION

15. Book-In-An-Hour The Book-in-an- Hour technique is a modification of jig- saw readings. In this activity an entire novel can be read in as little as one hour.

16. Described by Cyrus F. Smith, Jr. in 1979. According Smith (1979) and Childrey (1980) this method is beneficial for a number of reasons including: motivating students to read an entire book encouraging reluctant readers by limiting read aloud requirements can assign chapters of varying sizes to students based on their reading ability allows students to be introduced to a variety of literature in a limited time encourages summary skills

17. Benefits Opportunity to incorporate some of the available historical fiction and non-fiction works Way to bring in multiple perspectives Encourages literacy skills such as identifying main idea and details. Requires listening as well as reading skills Encourages writing skills It does not take three weeks to read a novel Addresses ELA Reading and Writing Standards

18. Step 1: Select an appropriate novel Step 2: Purchase 2 copies of the novel (paperback). Step 3: Tear the Book into sections. Step 4: Complete an appropriate pre-reading activity. Step 5: Distribute Book in an Hour form and provide time for students to read their sections and complete the form. Step 6: Students Report on their sections. Through the course of the presentation of the novel, students will write a one-sentence summary for each presented section. Step 7: Have students complete an appropriate post- reading activity

21. Before Reading Strategies Quick Write : ask students to predict what the story is about based on the title of the story and the pictures on the front & back covers Word Splash : choose 8 to 15 words from the story and students write a paragraph using the words in which they predict what the story is about Anticipation Guide

22. After Reading Strategies Reflection : Students make connections to what they are reading and their lives or the content they have been studying Tableaux : connects with visual and kinesthetic intelligences. It generally takes the form of a frozen scene or pose that captures a physical, psychological or emotional relationship. It helps students visually translate a variety of themes and ideas from the text Primary Sources: Authenticate the novel by having students interact with primary sources based on the content of the book RAFT : Writing to one of the characters in the book.

23. Where can you find books? National Council for Social Studies publishes “Notable Trade Books” annually http://www.socialstudies.org/resources/notable Collaborate with your Library Media Specialist

24. TCI Activity Topic 7 : South America Standard: SS-06-4.4.4 Students will explain how individual and group perspectives impact the use of natural resources (e.g., urban development, recycling) in the present day. Learning Target : I can explain how individual and group perspectives of how to use natural resources influence the political, social, and economic development of countries in South America. TCI Lesson : World Cultures Alive! Rainforest Conference in Latin America

25. Maps Tell A Story

26. Example

29. Maps Tell A Story – Canada Unit 3, Topic 1: Overview of the United States and Canada Which Standards/Learning Targets would this activity address?

39. Development Pentagrams Standard : SS-06-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth’s surface in the present day. Visual way to look at the development – specifically economic and social – of a country/region

40. 3 Levels of Development 1. Underdeveloped (Third World) Countries that share common characteristics such as widespread poverty, high birth rates/population growth, high infant mortality rate, low GNP and depend on other countries for survival 2. Developing A country still trying to acquire the standard of living enjoyed by citizens in a developed country but still have underdeveloped characteristics 3. Developed A country whose citizens enjoy high incomes, an abundance of food, comfortable housing, stable population, technology, medicine, etc

41. 5 Factors that influence a country’s level of development 1. TFR (Total Fertility Rate – number of children a woman will have at current rates (2.1) 2. IMR (Infant Mortality Rate) – number of infants <1yr who will die per 1000 live births 3. %U – percent of people living in an urban environment 4. GNP/C – (Gross National Product per capita) – estimate of the total value of goods and services produced in an country in a given year Per capita means divided by the population Most common measure of the level of activity at a national level 5. LR (Literacy Rate) - % of adults who can read or write

42. Data Set for North America IMRTFRLR%UGDP/C United States 5.982.0699%82%$48,100 Canada4.851.5999%81%$40,300 Mexico16.772.2786%78%$15,100 After plotting data on grid, students will determine what level of development they think each country has achieved. Then, have a discussion as to the reasons why they are at this level of development.

44. Where can I find data? CIA World Factbook https://www.cia.gov/library/publications/the-world-factbook/

45. ASSESSMENT

46. Social Studies Proficiency Assessments Two benchmark assessments from the district. One in October (tentatively set for 10/22-11/2) One in February (Tentatively 2/11-2/22) Teachers are encouraged to use daily formative and summative assessments in classroom. May or may not be using CASCADE, no decisions have been made. Make-up and structure of test has not been determined at this point. It is still the principal’s decision on when and how to use the district assessments.

47. Formative Assessment 25 Quick Formative Assessments for a Differentiated Classroom ISBN 978-0-545-08742-1 (Amazon, $14.27) 4 Categories of Formative Assessment: Summaries and Reflections Lists, Charts, and Graphic Organizers Visual Representations of Information Collaborative Activities Formative assessments should vary in format and address a variety of learning styles

48. 3-2-1 Summarizer (Summaries & Reflections) At the end of a lesson, students record: 3 Facts they’ve learned 2 questions they have or wonder about 1 personal connection they can make to the information

49. Noting What I’ve Learned (Lists, Charts, and Graphic Organizers) Utilizes the best elements of Cornell note-taking strategy.

50. Photo Finish (Visual Representations of Information) Students create a series of snapshot images that capture the essence of a topic

51. Headline News! Summary (Collaborative Activities) Asks students to sum up the essence of a lesson by creating newspaper headlines and delivering a brief news summary as an innovative way to involve them in making meaning.