Unpacking the NYS CC Aligned Social Studies Framework Inquiry in a Social Studies Classroom

Learning Targets Examine the Instructional Shifts, the Social Studies Framework, and Practices Analyze the NYS Inquiries to uncover the application of the practices Explore instructional strategies that integrate content and practices using current materials available in your classroom Evaluate your current instruction to ensure that social studies practices are embedded

Social Studies Framework What do you see that is not on this rainbow that we went over Themes – Hand this out - review (blue) Handout Framework- Andy – Practices Page 4- 11, Literacy is page 13-14 Dawn- Practices - 62-69, Literacy Skills are on page 13-14 Toms- Practices – Page 2-3, Literacy Skills are on page 5-8 Pick one practice and how do you see that across the grade levels, what might this look like in the classrooms. Literacy – Pick a grade level and what would that look like in a SS classroom? Bottom 2 are the framework

NYSED “Standards” Documents

Social Studies Learning Standards Remain the Same Standard 1: History of the United States and New York   Standard 2: World History Standard 3: Geography Standard 4: Economics Standard 5: Civics, Citizenship, and Government Handout sheets and review the titles – later we will be looking at these standards in the framework. Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.   Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over Earth’s surface. Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental systems of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Unifying Themes These ten unifying Social Studies themes represent different lenses that can be applied to the teaching and learning of the Key Ideas and Conceptual Understandings within the NYS Framework across all grades, K-12. Themes at a Glance 1. Individual Development and Cultural Identity 2. Development, Movement, and Interaction of Cultures 3. Time, Continuity, and Change 4. Geography, Humans, and the Environment 5. Development and Transformation of Social Structures 6. Power, Authority, and Governance 7. Civic Ideals and Practices 8. Creation, Expansion, and Interaction of Economic Systems 9. Science, Technology, and Innovation 10. Global Connections and Exchange

Grade NYS Course Name Kindergarten Self and Others First Grade My Family and Other Families, Now and Long Ago Second Grade My Community and Other Communities Third Grade Communities Around the World Fourth Grade New York State and Local History and Government Fifth Grade The Western Hemisphere Sixth Grade The Eastern Hemisphere Seventh Grade History of the United States and New York State I Eighth Grade History of the United States and New York State II Ninth Grade Global History and Geography I Tenth Grade Global History and Geography II Eleventh Grade United States History and Government Twelfth Grade Participation in Government and Civics Economics, the Enterprise System, and Finance

Instructional Shifts for Social Studies Shift 1: Focus on Conceptual Understanding Shift 2: Foster Student Inquiry, Collaboration, and Informed Action Shift 3: Integrate Content and Skills Purposefully Shifts Reflection Sheet Pass out here.. Field Guide Doc

Course Content LK- 9:05- 9:20

Course Content Key Ideas Conceptual Understandings Content Specifications Key Ideas Key Ideas are aligned to the standards and represent enduring understandings that should be the focus of teaching and learning for each grade. Key Ideas are designed to address larger social studies perspectives, trends, and issues. Each grade level consists of eight to twelve Key Ideas, so these statements are intentionally rich and substantial. Conceptual Understandings Conceptual Understandings are more specific statements that are designed to support each Key Idea. Each Key Idea consists of approximately two to seven Conceptual Understandings that are designed to support the larger Key Idea. Together, the Key Ideas and Conceptual Understandings represent the body of Social Studies concepts that should be the focus of teaching and learning. Content Specifications Content Specifications, crafted as “Students will…” statements, add further clarity and depth to the Conceptual Understanding by articulating specific content that can be taught to illuminate the Conceptual Understanding. Ultimately, Content Specifications work in tandem with Conceptual Understandings in support of the larger Key Ideas.

When it comes to the Social Studies Practices, Ice Breaker When it comes to the Social Studies Practices, I feel I am a… 4- I fully understand all of the SS Practices for my building. 3- I have experience with the SS Practices and understand how they can benefit students 2- I’ve seen them in the framework, but have not been intentional in understanding their use. 1- I have limited or no understanding or experience with the practices Write the number representing your level of understanding and place it on the chart paper 8:45- 8:50 LK

Social Studies Practices The Social Studies Practices represent the social science and historical thinking skills that students should develop throughout their K-12 education in order to be prepared for civic participation, college, and careers. Similar to the Mathematical Practices within the Common Core Learning Standards, the Social Studies Practices should be infused with the Social Studies content contained within the Key Ideas and Conceptual Understandings. The Practices were created based on the existing New York State Social Studies Learning Standards, the National Geography Standards, the historical thinking skills articulated within the new Advanced Placement World History Curriculum Framework, the Disciplinary Tools of Dimension 2 of the C3 Framework, National Council for the Social Studies Standards, and Habits of the Mind published by the National Council for History Education. 1) Gathering, Interpreting and Using Evidence 2) Chronological Reasoning and Causation 3) Comparison and Contextualization 4) Geographic Reasoning 5) Economics and Economic Systems 6) Civic Participation

Social Studies Practices Most Challenging? Most Important? Social Studies Practices Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Comparison and Contextualization Geographic Reasoning Economics and Economics Systems Civic Participation Looking at this list of the 6 practices --- PRE ASSESSMENT Step 1 – Which do you feel are the most challenging for your students? (1-6) Step 2 – Which do you feel are the most important? (1-6)

Inquiry Arc Dimension 1: Developing Questions and Planning Inquiries Dimension 2: Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, and History) Dimension 3: Evaluating Sources and Using Evidence Dimension 4: Communicating Conclusions and Taking Informed Action Toolkit Inquiries’ alignment to the C3 Framework and the Inquiry Process

Taking Informed Action Laurie Make Taking Informed Action

When it comes to the Social Studies Practices, I feel I am a… 4- I’ve implemented all of the SS Practices in my classroom 3- I have experience with the SS Practices an understand how it can benefit students 2- I’ve seen them in the framework, but have not been intentional in planning for their use. 1- I have no understanding or experience with the practices Write the number representing your level of understanding and place it on the chart paper

Resources: Book Online http://www.c3teachers.org/ https://www.engageny.org/

Additional Resources Heritage Digital Collections Project - Community Libraries and Cultural Organizations  http://www.newyorkheritage.org/ Digital Public Library of America – primary source sets http://dp.la/ National Park Service – Teaching with Historic Places - Lesson Plans, Primary Resources, etc. http://www.nps.gov/nr/twhp/ Rosen Learning Center – Spotlight Collection – Available in every district – Database Collection Spotlight on NY Spotlight on Ancient Civilizations Spotlight on American History

So where do we look for support/ideas? http://www.c3teachers.org/ https://www.engageny.org/ The last one is from last summer’s SIP Course http://ss15.training.davemayotte.com/