Welcome to Social Studies Essential Standards Training Presenters: Brooke Barham Angela Harris Stacey Holden Marie Patterson Lora Ritter Mindy Tyson Beth Whitener

Agenda Rationale for Social Studies Instruction Overview of Structural Changes Integration of Information and Technology Skills Unpacking the Standards Vertical Progression of Concepts Revised Blooms Taxonomy

Norms PLC Norms Be Respectful Be Responsible Be a Learner Cell phones off Take bathroom breaks as needed Go over norms, especially taking bathroom breaks as needed

How are we doing teaching Social Studies content? Why is social studies instruction important? What is the bigger underlying purpose of teaching social studies? We want the participants to share that we need to have an understanding of how events affect us as an individual and as a country. How important it is to have a sense of personal financial literacy, how to budget, save and spend wisely especially in today’s economy.

Test your Social Studies IQ!!! True or False?? Signal card activity

Third Grade Third grade is geography specific (has a specific focus on the geography strand?) Edit this slide

TRUE!!!!!!

Topics are taught in isolation. Third Grade Topics are taught in isolation.

FALSE!!!!!

Third Grade Third grade students should be able to identify selected personalities associated with major holidays and cultural celebrations.

FALSE!!!!!

Third Grade Third grade is responsible for teaching both absolute and relative locations.

TRUE!!!!!!

Students will learn how entrepreneurship affects a market economy. Third Grade Students will learn how entrepreneurship affects a market economy. Wording?

TRUE!!!!!!

Plans are being developed for a new EOG in Social Studies.

FALSE!!!!!

The highest level of Revised Blooms is evaluate. false

FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK WIC ACRE Accountability and Curriculum Reform Effort in Response to A Framework For Change

Each standard uses multiple verbs from Revised Blooms Taxonomy.

False! One verb per standard!!!!!

Civics and Government is one of the 5 strands in the NC ES for Social Studies. True

The Five Conceptual Strands Time, Continuity & Change Individuals, Groups & Institutions Science, Technology & Society People, Places & Environments Civic Ideals & Practices Culture Power, Authority & Governance http://www.schooltube.com/video/30747e2e060f4e4efc5b/Seinfeld%20Teaches%20History G Bullets are the National Strands Individual Development & Identity Production, Distribution & Consumption Global Connections 7/10/2011 • page 15

Civil War is an example of concept based teaching.

It depends!!!!! The Civil War is a topic, civil war is a concept!

The Paradigm Shift From To Teaching Teaching & & Learning Learning Topically To Teaching & Learning Conceptually http://www.supermanhomepage.com/multimedia/Wallpaper-Images2/phonebooth.jpg 7/10/2011 • page 17

The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT CONCEPT TOPIC F A C T F A C T F A C T F A C T F A C T F A C T F A C T 7/10/2011 • page 25 7/10/2011 • page 25

Concepts Timeless Universal Transferable Abstract and broad (to various degrees) Examples share common attributes Represented by 1-2 words 7/10/2011 • page 25

Concept vs. Topic? Find the bag of words on your table Sort the words into 2 categories.

Major Changes in the NC SS Essential Standards Use of Revised Bloom’s Taxonomy Use of Strands Conceptual focus Summarize major changes. 7

Effective Social Studies Instruction What does the teacher do well? What could he have done better? http://cooperativelearning.n uvvo.com/lesson/9592- seinfeld-teaches-history http://www.schooltube.com/video/30747e2e060f4e4efc5b/Seinfeld%20Teaches%20History

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 Be able to (skills) – every objective will not have a be able to because you are focused on the concept Identifies what a student must be able to do (Procedural Knowledge) Skills Not every clarifying objective will have this. 8/4/2011 • page 22

C&G–Civics and Government, and C–Culture Strands and Coding H–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy, C&G–Civics and Government, and C–Culture

Conceptual Knowledge Factual Knowledge Procedural Knowledge Geography and Environmental Literacy Conceptual Knowledge Factual Knowledge Procedural Knowledge 8/4/2011 • page 22

Jigsaw by Strand History Geography and Environmental Literacy Economics and Financial Literacy Civics and Government Cultures

Gallery Walk – 15 minute Break As you read each poster, use colored dots to denote the following: Blue/Green Dot –Great Idea! Red/Yellow Dot – I need this too!

Vertical Progression Highlight new concepts as they are introduced across the grades. What are the implications if one grade level neglects this strand? Reflect on your own teaching. How will you balance your teaching of each strand in the coming year?

Notice how some concepts are repeated in numerous grades Notice how some concepts are repeated in numerous grades. By 5th grade, K-1 concepts (goods and services) are no longer specified. However, they are implied in the more complex concepts such as international trade and production.

Vertical Progression What are the implications if one grade level neglects this strand? Reflect on your own teaching. How will you balance your teaching of each strand in the coming year? Once done, come back to these two questions: Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK WIC ACRE Accountability and Curriculum Reform Effort in Response to A Framework For Change

Bloom's original cognitive taxonomy was a one-dimensional form that focused only on cognitive processes; however with further research, the Revised Bloom's Taxonomy takes the form of a two-dimensional table that you see here. One of the dimensions, The Cognitive Process Dimension, identifies the process used to learn while the second, The Knowledge Dimension, identifies the kind of knowledge to be learned. The Knowledge Dimension on the left side is composed of four levels that are defined as Factual, Conceptual, Procedural, and Meta-Cognitive. The Cognitive Process Dimension across the top of the grid consists of six levels that are defined as Remember, Understand, Apply, Analyze, Evaluate, and Create. The Cognitive Process Dimension levels are also subdivided so that there are only 25 total verbs that will be used in developing the Essential Standards and each verb has a very specific meaning. Need to use unpacking document when planning next year

Essential Standard 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time Once done, come back to these two questions: Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

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Essential Standard 3.G.1.1 Find absolute and relative locations of places within the local community and region Once done, come back to these two questions: Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

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Essential Standard 3.E.2.2 Give examples of entrepreneurship in various regions of our state Once done, come back to these two questions: Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

Essential Standard 3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens Once done, come back to these two questions: Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

Essential Standard 3.C.1.2 Exemplify how various groups show artistic expression within the local and regional communities Once done, come back to these two questions: Hard to build if they do not have a foundation….even if one teacher doesn’t teach it, what are the implications?

Integrating Information and Technology Skills