G RADE 7: S TANDARDS, I NSTRUCTION, AND A SSESSMENT G RADING P ERIOD T WO Roger S. Thomas Social Studies Resource Teacher June 25, 8:30-11:30 July 30, 12:30-3:30

L EARNING T ARGETS A T THE END OF THIS SESSION, G RADE 7 TEACHERS CAN PLAN ENGAGING LESSONS USING THE KCAS 4.1 S OCIAL S TUDIES S TANDARDS FOR G RADING P ERIOD 1. A T THE END OF THIS SESSION, G RADE 7 TEACHERS CAN PLAN ENGAGING LESSONS USING THE KCAS 4.1 S OCIAL S TUDIES S TANDARDS FOR G RADING P ERIOD 1. A T THE END OF THIS SESSION, G RADE 7 TEACHERS CAN IDENTIFY AND DEVELOP FORMATIVE AND SUMMATIVE ASSESSMENTS TO ASSESS STUDENT LEARNING IN SOCIAL STUDIES. A T THE END OF THIS SESSION, G RADE 7 TEACHERS CAN IDENTIFY AND DEVELOP FORMATIVE AND SUMMATIVE ASSESSMENTS TO ASSESS STUDENT LEARNING IN SOCIAL STUDIES.

O VERVIEW OF THE S ESSION 1.KCAS 4.1 STANDARDS ARE THE BASIS OF INSTRUCTION, NOT TEXTBOOKS 2.T HE CURRICULUM MAP ’ S LEARNING TARGETS ARE CLOSELY TIED TO THE STANDARDS 3.I NSTRUCTION IDEAS a.P ROVIDE AN OVERVIEW FOR THE STUDENTS b.U SE TCI R ESOURCES c.U SE M ULTIPLE I NTELLIGENCES d.U SE R ESOURCES IN G RADE 7 4.A SSESSMENT NEEDS TO BE FORMATIVE, SUMMATIVE, AND AUTHENTIC 5.C OLLABORATIVE LESSON IDEA OR ASSESSMENT

Curriculum and Standards  Curriculum vs. Curriculum Map  Program of Studies  Government and Civics  Cultures and Society  Economics  Geography  Historical Perspective

KCAS 4.1 Social Studies Standards

Kentucky Department of Education

KCAS 4.1 Social Studies Standards SOME SOCIETY PEOPLE POLITICS EAT ECONOMICS REALLY RELIGION GOOEY GEOGRAPHY CHOCOLATE CULTURE

Social Studies is…  “…the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” NCSS, 1994

Thematic Strands of Social Studies  General Thematic Model for Teaching Social Studies General Thematic Model for Teaching Social Studies  The Ten Thematic Strands of Social Studies  Culture  Time, Continuity, and Change  People, Places, and Environments  Individual Development and Identity  Individuals, Groups, and Institutions  Power, Authority, and Governance  Production, Distribution, and Consumption  Science, Technology, and Society  Global Connections  Civic Ideals and Practices

Understanding by Design (UbD)  UbD is designed to help develop and deepen students’ understanding of important ideas.  Three Stages  Desired Results  Evidence  Learning Plan  Curriculum Maps were created using elements of UbD

Curriculum Maps were… …Created to:  Address the content you are required to teach  Address the recommendations given by 7 th grade social studies teachers  Capture the big picture in the daunting task of world history instruction  Provide unit and topic breakdowns of the content  Provide student-friendly learning targets  Address deficiencies found in the 566 page Curriculum Audit

Curriculum Audit Quotes  “ To meet the new standards, I teach everything.” ( Teacher )  “ Up until this year we were teaching programs, not standards.” ( Administrator )  “ Teachers need more time for instruction as the curriculum is very wide instead of being deep. We are teaching large numbers of standards in a short amount of time.” ( Teacher )  “ Curriculum maps are frustrating because of the time it was rolled out to teachers. We ’ re getting them unit by unit or grading period by grading period and the district won ’ t share drafts.” ( Administrator )  “ Curriculum is anybody ’ s game here. It is all over the place.” ( Administrator )  “ It is great the way the district is developing curriculum maps.” ( Teacher )  “ The new curriculum hasn ’ t changed what we will teach. We take the state ’ s lead of what to teach.” ( Administrator )

Revised Grade 7 Curriculum Map Many adjustments were called for by the CMA! Other adjustments were based on teacher feed-back!

Revised Grade 7 Curriculum Map The Units are Bookmarked! From the Overview, control- click on the Unit you want to go to in the map!

Revised Grade 7 Curriculum Map Fewer Learning Targets! The role of Assessments! 160 days of instruction!

Revised Grade 7 Curriculum Map

Alignment between KCAS 4.1 and Learning Targets Which content standard has language closest to this learning target?

Alignment between Learning Targets & SSPA Q’s I can describe how the Indus River Valley and Ancient China were made distinctive by their human and physical characteristics.

U PDATE ON D ISTRICT SSPA ’ S T HE CURRENT PLAN IS FOR THERE TO ONLY BE TWO DISTRICT SSPA ’ S PROVIDED FOR THE SCHOOL YEAR. T HE WINDOWS ARE : 1) O CTOBER 22 – N OVEMBER 2 2) F EBRUARY 11-22

Alignment between Learning Targets and Instruction The learning targets use the language of the KCAS Standards The learning targets are fewer and broader The learning targets are student-friendly Your instruction should be as differentiated as your students in teaching the Program of Studies goals and standards to your students.

Grade 7 Social Studies Instruction Overview of Content Use of TCI Use of Multiple Intelligences Resources in Grade 7

Revised Grade 7 Curriculum Map The Units are Bookmarked! Control-Click on the Unit you want to go to in the map! R EMEMBER THIS SLIDE ? These are the Units of the Curriculum! How do we pace our instruction to teach it all? SS Students will explain how the Age of Exploration (early civilizations prior to 1500 A.D.) produced extensive contact among isolated cultures and explain the impact of this contact.

If you need more time to effectively teach a topic, try to borrow it from within the Unit Duration.

Revised Grade 7 Curriculum Map The Units are Bookmarked! Control-Click on the Unit you want to go to in the map! This is a lot to teach! You could teach a year-long course on any of these units!

O VERVIEW OF C ONTENT CONTINUED Is there an over- arching framework we can use to help students learn and make sense of World History? I think there is!

Using Guns, Germs, and Steel provide s a narrati ve into which all the civiliz ations we teach can be scaffol ded ! For example…

Civilization By Roger S. Thomas, to the tune The Rhythm of the Rain Look at all the animals of Eurasia Helping humans get their start Domesticating, cultivating, creating Those city-states with all their heart The goat & sheep, the cow & pig & all that wheat Created surplus, don’t you know? The horse nearby, the camel & the donkey, too Made the Fertile Crescent start to grow Civilization, now begin to share Economic trade, religion, laws that are fair Specialization for a population on the go Look at how the river valley plays its part Providing silt and water for the sand Manure fertilizes and the farmers start Creating math to claim their land With animals and crops the humans start to spread From river valleys far and wide The Tigris, Nile, the Indus, and the Huang He, too Help civilization find its stride Civilization, now you’d better take care Depleting natural resources is not a false scare Mesopotamia’s not a garden and Harappa’s gone away Look at how the food packages move along As new civilizations start to grow Technology’s adapted and improved as well As along the latitude they go

As it entered the Age of Exploration, Europe had the benefit of the ultimate factors of geography and the proximate factors of civilization’s development.

East/West Axis ULTIMATE FACTORS PROXIMATE FACTORS Epidemic Diseases Political Organization Writing Ocean- Going Ships Many Suitable Wild Species Guns, Steel, Swords Horses Many Domesti- cated Plant and Animal Species Large, Dense, Sedentary, Stratified Societies Food Surpluses, Food Storage Technology Ease of Species Spreading How Geographic Luck put Europeans in the position of Global Dominance during the Age of Exploration. From Guns, Germs, and Steel: The Fates of Human Societies, by Jared Diamond, 1997

Revised Grade 7 Curriculum Map Guns, Germs, & Steel Episodes on-line are at /guns-germs-and-steel/