New Directions in Social Studies http://today.io/1Nsnw New Directions in Social Studies Techniques to Implement the Social Studies Framework and Inquiry Design Model Mitch Bickman - Director of Social Studies, K-12 - Oceanside SD Bryan Frank - Director of Social Studies, K-12 - Smithtown SD

The Elephant in the Room

Components of the Framework Key ideas for each grade level Conceptual understanding Skills Themes

The social studies practices focus on the skills that students should develop from K-12 A. Gathering, Interpreting and Using Evidence B. Chronological Reasoning and Causation C. Comparison and Contextualization D. Geographic Reasoning E. Economics and Economic Systems F. Civic Participation

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

INQUIRY ARC

C3 - INSTRUCTIONAL SHIFTS FOR SOCIAL STUDIES Shift #1: Inquiry is at the center. Shift #2: Disciplinary integrity and interdisciplinary connections matter. Shift #3: Informed action and application of knowledge is clear and present. Shift #4: The Inquiry Arc represents an instructional arc – a frame for teaching and learning.

The New York State Toolkit Project Inquiry

Inquiry Design Model (IDM) Blueprint Handout - go through components here TAKING INFORMED ACTION

COMPELLING QUESTIONS Compelling questions meet two broad criteria: Academically Challenging/intellectually worthwhile Student friendly

Descriptive/Expository Questions Matter Descriptive/Expository Argumentative What was the impact of Japanese internment during World War II? Should freedom be sacrificed in the name of national security?

Descriptive/Expository Argumentative How did the Vietnam War divide Americans? Are protestors patriots?

Creating your own Compelling Question(s) At your tables think about any topic that you teach or have taught in the past and take the next ten minutes to create one or two compelling questions in your groups

The Use of Supporting Questions •Supporting questions build out the compelling question that guides the inquiry •The supporting question will guide the type of source material used in the inquiry

The Role of Source Material •Build curiosity about the material being presented •Students should build their skills when gathering and interpreting source material • The development of these skills should help students on the Formative and Summative Performance Tasks

Formative performance tasks •Connect sources to Supporting Questions •Assist in the process of analyzing a question and using primary source material.

Summative Performance Task •The argumentative component is a direct link to ELA.

Taking Informed Action “From Academic Inquiry to the Public Square” Indicators Understand the pervasiveness of the problem as well as its complexity. (D4.6) Assess options for action given the context of the problem. (D4.7) Engage in deliberative processes to move toward an action plan. (D4.8) Teachers will need tangible spaces in curricula to consider, debate, and plan for action --- oriented experiences that would culminate their academic inquiries. - Swan, Lee, and Grantant

Engaging Students “There are a lot of problems in the world that aren’t in textbooks. What if we embedded the content that we needed to teach into those problems?” Don’t ask kids what they want to be when they grow up but what problems they want to solve Let students follow their passions, giving them ownership over their learning Genius Hour - https://www.youtube.com/watch?v=NMFQUtHsWhc

Solutionary A person who is able to identify inhumane and unsustainable systems and then develop solutions that are healthy and just for people, animals, and the environment. The World Becomes What We Teach. Help Build the #SolutionaryGeneration - Zoe Weil

Examples of Taking Informed Action § write a newspaper editorial § create a public service announcement for an audience § write a letter to a local, state, or national official § present to a local civic organization (Lions, VFW, American Legion, etc.) § organize a book club to dig more deeply into an issue § organize a fundraising event for a cause related to an issue § invite community stakeholders to a classroom forum § invite guest speakers to debate an issue § present to elementary school classes § create an advocacy campaign (morning announcements, Edmodo, lobby presentation during lunch periods) § work collaboratively to create a class or team resolution § organize a community service project § interview an expert or activist § conduct a survey that gauges community opinion § Skype with authors, artists, museums, scientists, other classes/students

What is Mystery Skype? "Mystery Skype is an interactive learning game where two classrooms use Skype and a series of questions to guess each other’s locations. It is suitable for all ages, and gives kids an interactive way to build skills one Q at a time. Mystery Skype is a fun, teacher-invented learning game that builds students’ cultural awareness, critical thinking, and geography skills.

DoSomething.org

Racism in America: What Will Be Your Deal?

The Process/Our Task Shifts as defined by NYSED: The impetus was the change in Social Studies Standards, the introduction of the Inquiries, and shifts in curriculum and testing Goals: To consider the implications of this new Framework for Social Studies instruction To standardize social studies instruction throughout the district K-12 To allow teachers to collaborate on best practices/share resources/locate new resources to aid instruction To marry the content of current teacher resources, including the Putnam BOCES Social Studies Curriculum, to the content specifics of the NYS Framework in a way that honors, supports, and extends teachers’ and students’ best classroom ambitions Shifts as defined by NYSED: Dual Intensity: Students focus on both content and skills as outlined by the Social Studies Practices and Common Core Learning Standards. Evidence-based Argumentation: Students learn to utilize primary and secondary sources by placing them in context, gathering information and evidence in order to formulate a coherent argument. Focus on Conceptual Understandings: Increased emphasis on patterns, themes and concepts that cut across place and time. Decreased emphasis on rote memorization. These changes and the Framework matter > Teaching Literacy Through Content - By grappling with complex content, students can accomplish a higher level of literacy. > Social Studies Literacy - Being literate in Social Studies means understanding the conventions by which documents within the Social Studies disciplines are written, including the integration of primary sources, images, maps, data, and artifacts.

Elementary/Middle School/High School Provide Professional Development for elementary and secondary teachers: BOCES In-district PD: On the creation of/using the Inquiries Teachers practice writing an Inquiry themselves, crafting compelling questions that demand the use of multiple disciplinary lenses and perspectives 6/7/8 grade training for the Inquiries, preparing the students for the new Regents. Training on the new Regents format. Short Answer Questions and the Enduring Issue essay. Training conducted internally - Department meetings/ ½ and full day curriculum review

Next Steps: How can administration best support teachers as we learn to teach within the Framework? Textbook surveys to determine the need for replacement. Textbooks may not be the answer Criteria for middle and high school materials. Criteria for elementary textbooks. Leveled readers. Create a professional development program. Ease of access to online materials (textbook and google) The creation of an ongoing professional development program.

June 5, 2018

- The World Was Wide Enough, Hamilton "Legacy. What is a legacy? It’s planting seeds in a garden you never get to see." - The World Was Wide Enough, Hamilton Much of this work puts students in the drivers seat, giving them ownership over the direction of their learning...

Questions Mr. Mitch Bickman mbickman@oceansideschools.org Oceanside School District Mr. Bryan Frank bfrank@smithtown.k12.ny.us Smithtown School District