1. Susan Gasaway & Roger S. Thomas Social Studies Resource Teachers July 9, 8:30-11:30 susan.gasaway @jefferson.kyschools.us roger.thomas@jefferson.kyschools.us http://gr8-ss-2ndsixweeks.wikispaces.com/ G RADE 8: S TANDARDS, I NSTRUCTION, A SSESSMENT G RADE 8: S TANDARDS, I NSTRUCTION, AND A SSESSMENT G RADING P ERIOD T WO

2. L EARNING T ARGETS A T THE END OF THIS SESSION, G RADE 8 TEACHERS CAN PLAN ENGAGING LESSONS USING THE KCAS 4.1 S OCIAL S TUDIES S TANDARDS FOR G RADING P ERIOD 2. A T THE END OF THIS SESSION, G RADE 8 TEACHERS CAN PLAN ENGAGING LESSONS USING THE KCAS 4.1 S OCIAL S TUDIES S TANDARDS FOR G RADING P ERIOD 2. A T THE END OF THIS SESSION, G RADE 8 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 8 TEACHERS CAN IDENTIFY AND DEVELOP FORMATIVE AND SUMMATIVE ASSESSMENTS TO ASSESS STUDENT LEARNING IN SOCIAL STUDIES.

3. 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.O N -L INE R ESOURCES d.U SE M ULTIPLE I NTELLIGENCES e.B OOK - IN - AN -H OUR S TRATEGY 4.A SSESSMENT NEEDS TO BE FORMATIVE, SUMMATIVE, AND AUTHENTIC 5.C OLLABORATIVE LESSON IDEA OR ASSESSMENT

4. C URRICULUM AND S TANDARDS  C URRICULUM VS. C URRICULUM M AP  P ROGRAM OF S TUDIES  G OVERNMENT AND C IVICS  C ULTURES AND S OCIETY  E CONOMICS  G EOGRAPHY  H ISTORICAL P ERSPECTIVE

5. KCAS 4.1 S OCIAL S TUDIES S TANDARDS

6. K ENTUCKY D EPARTMENT OF E DUCATION

7. KCAS 4.1 Social Studies Standards How do the Big Ideas and the Organizers help us think about what we teach?

8. 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

9. 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

10. 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

11. Curriculum Maps were… …Created to: Address the content you are required to teach Address the recommendations given by 8 th grade social studies teachers Capture the big picture in the daunting task of U.S. History instruction Provide unit and topic breakdowns of the content Provide student-friendly learning targets Address deficiencies found in the 566 page Curriculum Audit

12. 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)

13. Revised Grade 8 Curriculum Map Many of the adjustments were called for by the CMA! Other adjustments were based on teacher feed-back!

14. Revised Grade 8 Curriculum Map The Units are Bookmarked! Control-Click on the Unit you want to go to in the map!

15. Revised Grade 8 Curriculum Map Fewer Learning Targets! The role of Assessments! 160 days of instruction!

16. KCAS 4.1 Social Studies Standards A one-page list of KCAS 4.1 for 8 th Grade

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

18. Alignment between Learning Targets & SSPA Q’s I can explain how geography and the purposes for settlement influenced the governments, cultures, and the economics of the three colonial regions.

20. W HAT DOES THIS MEAN FOR OUR S OCIAL S TUDIES P ROFICIENCY A SSESSMENTS ? “ 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… ”

21. Grade 8 Social Studies Instruction Overview of ContentOverview of Content Use of TCIUse of TCI On-line ResourcesOn-line Resources Use of Multiple IntelligencesUse of Multiple Intelligences Book-in-an-Hour StrategyBook-in-an-Hour Strategy

22. Revised Grade 8 Curriculum Map The Units are Bookmarked! Control-Click on the Unit you want to go to in the map! These are the Units of the Curriculum! How do we pace our instruction to teach it all? R EMEMBER THIS SLIDE ?

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

24. Revised Grade 8 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 easily teach any of these units for an entire semester!

25. Is there an over-arching framework we can use to help students learn and make sense of U.S. History?

26. HEROES! EXPLORE EXAMPLES OF HEROESEXPLORE EXAMPLES OF HEROES EXPLORE THEIR CHARACTERISTICSEXPLORE THEIR CHARACTERISTICS GIVE STUDENTS CHOICE WITHIN EXPECTATIONSGIVE STUDENTS CHOICE WITHIN EXPECTATIONS ASSESS THEIR UNDERSTANDINGASSESS THEIR UNDERSTANDING

28. Heroes By Ann Reed What can I learn from you – Your lifetime and what you’ve been through? How’d you keep your head up and hold your pride? In an insane world how’d you keep on trying? One life can tell the tale If you make the effort you cannot fail By your life you tell me it can be done By your lives the courage to carry on Heroes – here like a friend To clear a path our light a flame As time goes you find you depend on your heroes To show you the way – Heroes What can I learn from you? That I must do the things I think I cannot do That you do what’s right by your heart and soul It’s the imperfections that make us whole One life can tell the tale If you make the effort you cannot fail By your life you tell me it can be done By your lives the courage to carry on Heroes – here like a friend To clear a path our light the way As time goes you find you depend on your heroes To show you the way – Heroes Sojourner Truth, Eleanor Roosevelt, Katherine Hepburn, Sally Ride Susan B. Anthony, Harriet Tubman, Annie Sullivan, Gertrude Stein Coretta Scott King, Amelia Earhart, Lillian Helman, Eartha Kitt Sacagawea, Ella Fitzgerald, Golda Meir, Dorothy Dix Louisa May Alcott, Billie Jean King, Emily Dickinson, Lucy Stone Margaret Sanger, Clara Barton, Billie Holiday, Julliet Low Elizabeth Blackwell, Rosa Parks, Lena Horne, Beverly Sills Barbara Jordan, Helen Keller, Indira Gandhi, Agnes de Mille Corazon Aquino, Gloria Steinam, Rachel Carson, Joan of Arc Babe Zaharius, Marlene Dietrich, Anne Frank, Simon de Beauvoir

30. HERO PRESENTATIONS AND A QUICK EXTENDED RESPONSE ITEM AS FORMATIVE ASSESSMENTS.

31. HAVE THE EXPECTATION THAT STUDENTS WILL NOT JUST LOOK TO THE “DEAD WHITE MEN” AS POTENTIAL HEROES TO EXPLORE.

32. WRITTEN SUMMARIES MAPS & CHARTS TEACHING POSTERS 2D & 3D ART POETRY & LYRICS SONGS PLAYS & SKITS DANCEPOWERPOINT

33. THE OVERVIEW IS COMPLETE AS THE STUDENTS DO THEIR FINAL PRESENTATION ON THEIR OWN HERO FROM ANY TIME OR PLACE.

34. AS A SUMMATIVE ASSESSMENT, I ASKED STUDENTS TO WRITE A PERSONAL ESSAY ANSWERING THE QUESTION, “WHO IS A HERO?” USING THEIR HERO AS THE MAIN EXAMPLE.