History Social science frameworks Most information cribbed from: the California history – Social science project http://chssp.ucdavis.edu/

(different from the frameworks) The standards (different from the frameworks) California Content Standards, K-12 Social Science Standards Next Generation Science Standards for CA Common Core State Standards for California English Language Arts Standards with pieces for Social Studies and Science Mathematics English Language Development Standards Adopted 2012 to Augment all other Standards

Why Frameworks and not new standards? Unofficially the answer is: POLITICS Easier to overlay frameworks than open the debate about what history we should and should not teach, as well as deal with the issue of coverage. Modesto Bee http://www.modbee.com/news/local/education/nan-austin/article90669062.html

Broken Out By Grade Level Frameworks – Broken Out By Grade Level http://www.cde.ca.gov/ci/hs/cf/sbedrafthssfw.asp “It is intended as a guide to support new teachers… It is a reference for more experienced educators who are looking for suggestions to update their teaching... For administrators seeking to support their teachers, it offers an overview of the content and disciplinary knowledge...” Pg. 23

Four Pillars of the Frameworks Content: Yes content, but using discipline specific skills – depth not breadth Literacy: Common Core and ELD standards need to be integrated into our teaching – literacy is a priority Inquiry: Use of thematic questions to direct learning – some of us know it as using essential questions Citizenship: Curricula needs to help students gain career and higher ed skills UCBerkeley History-Social Science Project http://ucbhssp.berkeley.edu

Frameworks’ view of teaching social studies “Teaching history and the related social sciences demands more than telling students to memorize disconnected content.” Pg. 8 “To effectively shift to more substantive instruction, schools must emphasize disciplinary practices and concepts – investigation, evidence, close reading, and argumentative writing... Given the opportunities for student learning and literacy development presented by history and the related social sciences and the challenges presented by the increased expectations for student learning, every California school should offer a robust and integrated instructional program in social studies for kindergarten through grade twelve with the development of thematic and conceptual understandings throughout the entire sequence.” Pg. 3 “Educators will use this framework as a road map for curriculum and instruction.” Pg. 4

So how do we accomplish the goals of the frameworks? Depth Over Breadth Yep – seriously! The pendulum has swung and we are moving away breadth. Most of us have been wanting to dive deeper into topics now we have permission Framing Questions So how do we decide what to teach? Thematic questions to focus our inquiry. With an eye toward teaching literacy, citizenship, as well as content.

Creating a thematic course One Version: Group standards to find themes Create thematic questions from there Another Version: Write Your End of the Year Exam or Goals for Learning Create thematic questions from there

What are good thematic questions? Questions should ask students to use big history based skills to answer them – for example: Cause and Effect Understanding Bias Change over Time Empathy and Compassion And From the Frameworks: “All students must be able to deconstruct subject-area texts to make transparent the disciplinary modes of information processing, synthesis, and dissemination.” Pg.16

A NOTE ON LITERACY SKILLS The Frameworks are very interested in increasing student literacy. VERY INTERESTED. The take away being, we are just as much English teachers as History teachers. From the Frameworks: “The relationship of English language development and history–social science is both reciprocal and inextricable. Cross-curricular collaboration between history–social science and English language arts teachers should come naturally and necessarily to develop in students a well-rounded history-social science understanding.” Pg.15-16

TAKE-AWAYS Depth is In – Breadth is Out Curricula should be tied to literacy as well as content standards Thematic Units and Courses are highly encouraged Textbooks coming out in the next year look like they will have this focus – FAIR Act info will be included as well Resources History Social – Science Project CDE History Social Science Frameworks SFUSD Humanities Department