SOCIAL SCIENCES STANDARDS REVIEW AND REVISION February 2009-June 2011 PRESENTATION TO THE STATE BOARD OF EDUCATION

WHY ARE WE DOING THIS? Revision of Common Curriculum Goals, performance indicators, diploma requirements, Essential Learning Skills and academic content standards; instruction in academic content areas. (1) In order to achieve the goals contained in ORS , the State Board of Education shall regularly and periodically review and revise its Common Curriculum Goals, performance indicators and diploma requirements. This includes Essential Learning Skills and rigorous academic content standards in mathematics, science, English, history, geography, economics, civics, physical education, health, the arts and second languages. School districts and public charter schools shall maintain control over course content, format, materials and teaching methods. The regular review shall involve teachers and other educators, parents of students and other citizens and shall provide ample opportunity for public comment.

WHAT ARE THE “GIVENS”?  Federal required content areas include Economics, Civics and Government, Geography, and History.  Oregon Statute and Administrative Rules require standards in History, Geography, Economics, and Civics. ADDITIONALLY... Oregon Statute requires instruction in:  The Constitution,  United States History, and  Oregon Studies

WHAT ARE THE “GIVENS”? SBE DIRECTIVE ON STANDARDS 2008: Creation of CORE STANDARDS Core standards = big ideas/ lasting understandings/key generalizations Standards = indicators that get students to the big ideas Based on Reeves’ criteria of: Endurance, Leverage, and Readiness for next level of learning

WHAT ARE THE “GIVENS”? Oregon’s New Core Standards Structure New generation of standards that focus on big ideas and key concepts at each grade level Standards that are fewer, more focused, and coherent Standards that allow teachers to see learning progression within and between grade levels Standards that help teachers design more effective lessons, focus instruction, and develop formative assessments

Challenges and Opportunities Challenges for Social Sciences Four subject areas: geography, history, economics, civics, and government Multiple perspectives regarding content and level of importance Tendency for teachers to “own” a favorite unit Limited time and resources for content areas without mandated assessment

Challenges and Opportunities Opportunities for Social Sciences Math and Science work complete, can serve as models New standards structure may alleviate some of the content debate New standards structure can focus on outcomes New structure will renew focus on content areas through professional development around the new core standards

THE REVIEW AND REVISION PROCESS 2007 WestEd review of Oregon Standards Fordham Institute Review of Standards Civics and Financial Education Task Force Report, October 2008.

THE REVIEW AND REVISION PROCESS Content and Assessment Panel Review of National Standards in Geography, Economics, Financial Literacy (Jump$tart Coalition), Civics and Government, U.S. History, World History National Council for the Social Studies Standards (current and draft) National Assessment of Education Progress (NAEP ) Frameworks in U.S. History, Economics, Geography, and Civics. Other States’ Standards: Colorado, Indiana, Washington, California, South Carolina Standards for Success (college readiness standards)

THE REVIEW AND REVISION PROCESS “Prepared Graduate” statements created to articulate outcomes (Core Standards) Learning progressions constructed to reach “Prepared Graduate” outcomes (Grade Level Standards)

THE REVIEW AND REVISION PROCESS COLLABORATION with Stakeholders Oregon Heritage Commission Government to Government Oregon Jump$tart Coalition Oregon Secretary of State Oregon State Treasurer Oregon Civics Education organizations Oregon Social Studies organizations

THE REVIEW AND REVISION PROCESS ELECTRONIC SURVEY WRITTEN FEEDBACK ON DRAFTS Classroom Law Project Oregon Environmental Literacy Taskforce The Advocates for Human Rights 21 st CenturyEducation.org Advocates for Personal Financial Education Numerous concerned citizens

THE REVIEW AND REVISION PROCESS HEARING THE COMMENTS OF THE STATE BOARD AND OTHER CONSTITUENTS Grade-specific standards provide clear responsibilities for instruction Fewer standards provide focus and clarity Standards connect to the Essential Skills of Civic and Community Engagement and Global Literacy Standards align to the Common Core State Standards for English/Language Arts and Literacy in History/Social Studies Standards provide opportunities to study sustainability, poverty and race, and many other current issues.

NEXT STEPS STANDARDS ADOPTION Instructional Materials Evaluation Focus on Teaching and Learning Instructional best practices Curriculum models Support resources “cross-walk documents” between current and new standards resource lists and contacts

Thank you for the opportunity to develop the new standards Andrea Morgan, Education Specialist Oregon Department of Education