6-12 Social Studies Essential Standards Sachelle Dorencamp

Purpose & Expected Outcomes You will be able to: – Recognize the use of Revised Bloom’s Taxonomy – Summarize what is different about the organizational structure of the 6-12 Social Studies Essential Standards – Use of Strands – Conceptual focus – Understand the intended use of the Social Studies Crosswalk documents. – Understand the intended use of the Social Studies Unpacking documents.

Revised Bloom’s Taxonomy Provides the cognitive framework used for all of the North Carolina Essential Standards Provides common language for all curriculum areas Use of one verb

Strands New essential standards are broken up by concepts into different strands

Conceptual Focus of the North Carolina Social Studies Essential Standards

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

Concept vs. Topic? Environment Computer Age The Great Depression Culture Supply and Demand Movement System Civil War

Answers to Activity Concepts Environment Culture Supply and Demand Movement System Civil War Topic Computer Age The Great Depression

Traditional Standards and Curriculum… are topic-based and focused mostly on the facts – History: Colonial Era, Lost Colony American Revolution, American Civil War – Cultural Geography: South America and Europe, Swahili, Aborigines, Buddhism – Civics & Economics: American Revolution, U.S. capitalism, Brown vs. Board of Education, mercantilism

Conceptual Standards and Curriculum… are concept-based and focused on “transferable ideas” – History: continuity and change, leadership, revolution, war, conflict – Cultural Geography: climate change, location, resources, environmental challenges, human migration, cultural development – Civics & Economics: scarcity, justice, freedom, authority, trade

THE NEW ESSENTIAL STANDARDS BY GRADE AND CLASS

Sixth and Seventh Grade – 6thgrade is the first time that students are introduced to the world – 6thGrade: Shift from a study of just Europe and South America to an integrated study of the Ancient World through Exploration – 7 th Grade: Shift from a study of just Africa, Asia, and Australia to an integrated study of the Age of Exploration to the present – 7thGrade economic concepts are more sophisticated – Both courses should be taught from a comparative perspective – Case study approach

Eighth Grade Parallel study of North Carolina and the United States Revolutionary era to contemporary times Integration of Personal Financial Literacy

New Social Studies Electives Turning Points in American History 21stCentury Geography Sociology Psychology American Humanities World Humanities The Cold War Twentieth Century Civil Liberties and Civil Rights

Continuing Social Studies Electives African American Studies American Government American Indian Studies Contemporary Issues in North Carolina History Contemporary Law and Justice Economics Geography in Action Latin American Studies

United State History I & II Two distinct courses Similar standards/objectives United States History I – begins with the European exploration of the New World and continues through the era of Reconstruction United States History II – begins at the end of the Reconstruction era and continues to the present

Civics and Economics Standards are written to three strands Civics & Government Strand Economics Strand Personal Financial Literacy Strand – (A Microcosm of the Economic Strand) – The addition of Personal Financial Literacy – Elements of History, Geography and Culture are integrated throughout the course.

World History Addresses six periods that reflect accepted periodization by the World History Association Key focus of study is from mid 15thcentury to present Skills Standard integrated

North Carolina Social Studies Essential Standards: Curriculum documents

The Instructional Tool Kit Priority One Tools: – Crosswalks of 2006 & 2010 Standards – Unpacked Content Documents Priority Two Tools: – Sample Graphic Organizers – Sample Learning Progressions Other Tools: – Unpacking Documents for Electives – Glossary of Essential Terminology – Sample Units of Instruction – Assessment Samples

Cross Walk Documents

Intended Use of Crosswalks To identify gaps in content (where something new may exist) To identify existing resources that can be repurposed To identify professional development needs based on new content areas

Unpacking Documents

Unpacking the Essential Standards The unpacking document… – Identifies what a student must understand (Conceptual Knowledge) Concepts and Generalizations – Identifies what a student must know (Factual Knowledge) Critical Content – Identifies what a student must be able to do (Procedural Knowledge) Skills

Where to find information on the new Social Studies Essential Standards Jones County Schools Race to the Top WIKI –