North Carolina Social Studies Essential Standards Professional Development 2012

What do you know about the new Social Studies Essential Standards?

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Adoption of Essential Standards + Legislative Changes

A State Led Effort to Develop Common Standards in Social Studie s January, 2010NCSS and the Civic Mission of Schools (CMS) convened a meeting to discuss working together on Common State Standards for Social Studies. Summer, 2010Professional organizations began to confer with Social Studies Assessment Curriculum and Instruction, a collaborative of the Council of Chief State School Officers October, 2010Three meetings through There is now a shared framework focused on ways of May, 2011 of thinking about civics, economics, geography, and history. The ultimate goal is to produce a set of fewer, higher, clearer standards that prepare all students for college, career, and citizenship.

Professional Organizations Involved in Developing a National Common Core in Social Studies American Association of Geographers American Bar Association American Historical Association Center for Civic Education Civic Mission of Schools Campaign National History Day Constitutional Rights Foundation/USA Street Law, Inc. Constitutional Rights Foundation/Chicago World History Association Council for Economic Education National Geographic Society National Council for Geographic Education National Council for the Social Studies National Council for History Education

Legislation Impacting K-12 Social Studies

Session Law : An Act Requiring “Credit Education” For All Students Public schools shall provide instruction in personal financial literacy for all students. This instruction shall include: The true cost of credit Choosing and managing a credit card Borrowing money for an automobile or other large purchase Home mortgages Credit scoring and credit reports Other relevant financial literacy issues The State Board requires that personal financial literacy be included in the Civics and Economics Course. The new Civics and Economics Essential Standards include standards for Personal Financial Literacy. NCDPI Personal Financial Literacy site:

Session Law House Bill 1032: Act Modifying The History And Geography Curricula In The Public Schools The standard course of study shall include the requirement that the public schools provide to all students one yearlong course of instruction on North Carolina history and geography in elementary school and one yearlong course of instruction in middle school on North Carolina history with United States history integrated into this instruction.

Session Law House Bill 588: The Founding Principles Act Requires students to take a semester/year-long course called American History I – The Founding Principles and receive a passing grade as a requirement for graduation. The United States History I course meets the requirements of the legislation. Consequently, the US History I course has been renamed to American History I: The Founding Principles.

Session Law House Bill 48: No Standardized Testing Unless Required by Federal Government Eliminated statewide standardized testing in the public schools, except as required by federal law or as a condition of a federal grant. This effectively eliminated both the Civics and Economics and the United States History End-of- Course tests beginning with the school year.

Given the legislative constraints, What do we truly want students to learn in social studies?

Discuss Let’s see what’s included in the new Essentials.

Let’s look at the new Social Studies Essential Standards from kindergarten through high school. Use 2010 Social Studies Essential Standards: Meeting the Needs of All Students in the 21 st Century to see the content K-12.

How are the K-12 Social Studies Essential Standards different from the Standard Course of Study? Use of five strands Conceptual focus Use of Revised Bloom’s Taxonomy

How are the Social Studies Essential Standards different from the Standard Course of Study? 1 st Major shift- Use of five strands

Strands H– History G– Geography and Environmental Literacy E– Economics and Financial Literacy C&G– Civics and Government C– Culture

What grade is this? Which strand is this?

What grade is this? 7th Which strand is this? Geography and Environmental Literacy

3.C&G.2.2 Exemplify how citizens contribute to the well-being of the community’s natural environment. 8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions). AH.H.8.1 Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” through Reconstruction. What grade is each of these? Which strand is each of these?

3.C&G rd grade Civics and Government Exemplify how citizens contribute to the well-being of the community’s natural environment. 8.E th grade Economics Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions). AH.H.8.1 American History, History strand Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” through Reconstruction. What grade is each of these? Which strand is each of these?

2 st Major Shift- A curriculum that is based on concepts and generalizations, North Carolina Essential Standards

Concepts are Timeless Universal Transferable Abstract and broad Represented by 1-2 words Examples share common attributes

Some Concepts: Rules/LawsValues Conflict Interdependence FairnessDiversity PowerRights AdaptationMovement DiffusionDemocracy RegionSelf Interest GovernmentCooperation CompromiseAggression InnovationLeadership Understanding concepts is ultimately what enables students to transfer understandings learned in one time/place setting to a new time and place – even a setting with which they have no previous acquaintance. When we teach concepts we allow our students to transcend the settings that we have taught. -John Hergesheimer

Principles and Generalizations Concept Topic FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT

People migrate to meet a variety of needs. Migrate Needs U.S. movement west 8 th grade or American History Manifest Destiny Trail Of Tears Trail Of Tears Gold, furs, and farming Railroad Concepts Facts Topic Principles and Generalizations

People migrate to meet a variety of needs. Migrate Needs Libyan Conflict th grade or World History Gaddafi Human Rights violations Civil War Egypt and U.K. Principles and Generalizations Concepts Topic Facts

People migrate to meet a variety of needs. Migrate Needs Age of Exploration 6 th grade, 7 th grade, World History or American History Sir Walter Raleigh Lost Colony freedom money money Principles and Generalizations Topic Concepts Facts

Concept or Topic? environment Manifest Destiny culture Great Depression Computer Age movement Economic System civil war

Discuss and categorize each word/phrase as a concept or a topic.

Answers to Activity CONCEPTS TOPICS environmentManifest Destiny cultureComputer Age movementGreat civil war Depression Economic System time specific, not universal

3 nd Major Change RBT Revised Bloom’s Taxonomy

Provides the cognitive framework used for all of the North Carolina Essential Standards Provides common language for all curriculum areas Use of one verb

Revised Bloom’s Not hierarchical 2 dimensions- knowledge is a dimension Nouns to verb

Review How are the Social Studies Essential Standards different from the current North Carolina Standard Course of Study? Use of five strands Conceptual focus Use of Revised Bloom’s Taxonomy

Unpacking the New Essential Standards

Vertical Alignment In your grade level groups, organize the items in the order you think they occur in the Essential Standards. Begin with the kindergarten level and move through 8 th grade. The high school courses may be grouped together and labeled with course names; World, Civics and Economics, American History I and Founding Principles and American History II.

Let’s Look Closer at the New Essential Standards

Concepts/ Transferable Generalizations / Enduring Understandings 1. Students will understand that… Examples: “Systems are interdependent.” “People adapt to changing environments.”

2. Students will know… Factual knowledge, memorized knowledge Critical factual knowledge for understanding the unit generalizations. Critical factual knowledge for competency with the unit topics. Non-transferable—locked in time, place or situation

Examples: key vocabulary specific to the topic the causes of the American Revolution dates and places the names and contributions of specific historical figures in our community

3. Students will be able to do…(skills) Taken (often verbatim) from the State Skill Standards Transfer across applications Not tied to a specific topic (attaching a skill to a specific topic makes it an activity or a performance.) New literacy skills in social studies

Examples: Create tables, graphs and charts to display geographic data. Analyze primary and secondary source documents to evaluate historical information. Use context clues in reading to determine meaning.

Complete New Essential Standards documents rds/new-standards/ Unpacking the Standards documents rds/support-tools/

Looking Deeper…

Annotating the Standards 1. Draw a line to separate each strand in your grade level. 2. Underline the verb(s) in each objective. 3. Place a star next to the most challenging objective in each strand.

Discussion and Questions

Literacy Standards in History/Social Studies, Science and the Technical Arts

Examples of Information Text for Grades 6-8

Comments?

Text Complexity Grade Old Lexile New CCR Lexile 2–3 450– –790 4–5 645– –980 6–8 860– –1155 9–10 960– – –CCR 1070– –1355

Lexile Scores There are two kinds of Lexile measures: the Lexile reader measure and the Lexile text measure. Students receive a Lexile reader measure as a score from a reading test - it describes his or her reading ability. Books and other texts receive a Lexile text measure from a software tool called the Lexile Analyzer - it describes the book's reading demand or difficulty.

3-2-1 What are three things you learned today? What two questions do you still have? What one topic do you need more time to address?