CIVICS AND ECONOMICS LEAD TEACHER TRAINING Becky Graf – Director of Humanities Don Mitchell – PreK-12 Social Studies Specialist Crystal Shue – Secondary Instructional Data Coach Dan Irwin, Nicole Lipp, Cynthia Lloyd – CMS C&E Teachers

Why are we here? MSL MEASUREMENTS of STUDENT LEARNING EOC Becky Graf –Director for Humanities Essential Standards

AGENDA for the day Morning Topics - 8:30-11:30  Welcome & Introduction - Becky Graf  Formative Assessment – Crystal Shue  Break/ Burning Questions??  Course Overview, Concept Map  CONTENT CHANGES  Break/Questions?  PROCESS CHANGES 11:30-12:30 Lunch on your own Afternoon Topics 12:45 – 4:00  Lesson Plans/Classroom resources  More Resources and “WIKI-walk thru”  Break  W1, W2, R1/10 samples and class sets  Vision for Lead Teacher Model; Door Prizes

Formative Assessment Crystal Shue – Secondary Instructional Data Coach  Information on Formative Assessment for the School year  Other State testing??  Questions?

Formative v. Summative

CMS Formatives Purpose: To provide teachers with data about what their students know To provide teachers with data about what their students know NOT like the Quarterly Assessments NOT like the Quarterly Assessments NOT to show growth NOT to show growth NOT to be used for teacher evaluation NOT to be used for teacher evaluation

CMS Formatives Logistics Civics and Economics will have 2 formatives each semester. Fall Semester: Civics and Economics will have 2 formatives each semester. Fall Semester: Round 1 – 1 st month of school 50 Multiple Choice Questions 50 Multiple Choice Questions Round 2 – November Format may be adjusted to include a Constructed Response in addition to the Multiple Choice items. Format may be adjusted to include a Constructed Response in addition to the Multiple Choice items.

M(easures) of S(tudent) L(earning) Live Binders Live Binders MSLs

MSL to be given in Jan 2013

Break Time!!!! 10 minutes Burning Questions?? Post them on a sticky note or drop them in the box at the back of the room

Concept Map & Course Overview  Who are we?  What have teachers been doing over the summer?  Curriculum Guide  Concept Map  Marzano’s Vocabulary  Units of study Dan Irwin – C&E Teacher, Berry Academy Nicole Lipp – C&E Teacher, Garinger HS Cynthia Lloyd – C&E Teacher, Butler HS

Marzano Vocabulary Tier 3 and Tier 4 Words Higher level vocabulary that are content specific according to Marzano in BOLD Words listed below are additional Civics-related words related to the Marzano terms

Content Changes Group Task: for your UNIT 1. Read the new Curriculum Unit Guide 2. Discuss with your table 3. Write down some of your observations on Post-it Notes. 4. Attach Post-its on the large posters labeled with each unit name and concept.

Content Changes  What is different? No Colonial History Documents teach colonial experience American Revolution only used to show the creation of new gov’t Unit 3 - Both US and NC Constitution Unit 4 – 3 branches of both US and NC government Supreme Court Cases could be in Unit 4 or 6 Gov More domestic and foreign policy; opposing view of major issues and efforts toward resolution Econ 2.4 The Role of NC and the US in the world PERSONAL FINANCE goals

Process Changes  Concept-Based teaching and Learning  How Does Common Core fit in? complex-concepts How could we translate this process into teaching concepts into Civics?

Concept –Based Learning  Economics Music Lesson sample  Taxman sample lesson – posted on the WIKI Taxman sample lesson

Lunch: 11:30-?? Afternoon Topics 12:45 – 4:00  Concept based lesson  “WIKI-walk thru”  W1, W2, R1/10 samples and class sets  Break  Classroom resources  Vision for Lead Teacher Model; Door Prizes

Lesson Plans – Classroom Resources  W1 – Argumentation (Focus )  W2 – Expository (Focus )  R1/10 – Reading complex text and citing specific textual evidence to support analysis of primary and secondary sources (Integrated into SS)

W1 – Sample Task  Federalist v. Anti-Federalists  Teacher instructions  Student Copies  Posted on the WIKI R1/10 – Integrates complex text and citation of evidence

W2 – Sample Task  Expository Writing  Equal Protection Reading and Writing Prompt and activities  Civic Consortium – Definition Essays Example:

R1/R10 Complex Reading  R1 – Reading closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusion drawn from the text  R10 – Read and comprehend complex literary and informational texts independently and proficiently. EXAMPLES: 9/11 Dilemma, Affirmative Action, Capitalism v. Communism, Electoral College,

Break Time!!!! 10 minutes Make sure you have put your name in the box for DOOR PRIZES!

High School Social Studies WIKI  Last page of the curriculum guide  Walk-thru the wiki  Downloadable activities and lesson  Lead teacher as a filter – please submit any great ideas to one of us and we can post this on the wiki.

Sample Curriculum  Differentiation Strategies  NC Personal Financial Literacy (Budget Project on the wiki)  Bill of Rights Institute Bill of Rights Institute  SAS Curriculum SAS Curriculum p. 59 p. 129 p. 165 p. 200 p. 297

What question do you have?  Aug 23 rd - (Myers Park) if you choose you may go to hear Chane Beam, Peak instructor, with the US Teachers, while other Civics teachers will have a shorter version of today’s training in the AM and the NC Council for Economic Education in the PM  Nov. 6 th – NCCEE here for Economics and PFL training  Alliance meetings – what would be most helpful for you and the teacher at your school?

Thank you for attending….  Feedback Form This is certainly a work in progress and we would love your feedback. Take this with you and fill it out or start a discussion in your Civics PLC and fill it out as a team “e-FORM” on the WIKI and it to one of us  DOOR PRIZES!!!!!