 Standardizing the Standards October 10, 2012

By September 2013  All teachers must utilize:  The 2009 New Jersey Core Content Curriculum Standards (not the 2004 standards)  The Common Core State Standards for literacy in History/Social Studies (2010) arts-standards  According to NJQSAC (New Jersey Quality Single Accountability Continuum) review these standards must be evidenced in:  Curriculum Documents  Individual Lesson Plans

The 2009 NJCCCS  Important changes:  Reduction of categories from 6 to 3  Increased number of Cumulative Progress Indicators (CPIs) for most sections  Increased use of strands to frame content (A)Civics, Government, and Human Rights; (B)Geography, People, and the Environment; (C)Economics, Innovation, and Technology; (D)History, Culture, and Perspectives.

Utilizing Understanding by Design  The Role of Essential Questions A.Civics, Government, and Human Rights How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good? How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity? B. Geography, People, and the Environment How do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations? C. Economics, Innovation, and Technology How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies? How have scientific and technological developments over the course of history changed the way people live and economies and governments function? D. History, Culture, and Perspectives How do our interpretations of past events inform our understanding of cause and effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues? How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?  The Role of the Enduring Understandings

Unpacking the Standards  In small groups, use your copy of the 2009 standards to assess the prior knowledge needed by students in order to meet the CPI. Do we currently provide this content? MWH: Dave, Dan, Darren, Drew and Sam US I: Chuck, Ernie, Brad, Charles, Lori US II: Dawn, Tony, Jenn, Jill, John

6.3 What is “active citizenship”?  6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.  What does this look like?  What are we currently doing? What can we do in the future?

What should it look like?  For standards 6.1 and 6.2, grades 5-12, the inclusion of the era (see the Social Studies Timeframe Table) impacts the coding of each Cumulative Progress Indicator as follows: A. 1. a  Standard grade strand era indicator  A.1.a Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government.

Common Core State Standards for Literacy in History/Social Studies  The Common Core is a national movement to establish unified criteria for Math and Language Arts.  Will replace the workplace readiness with “college and career readiness.”  Does not supercede, but supplement NJCCCS  Acknowledges the shared responsibility of other disciplines in supporting student literacy development.

Organization of the Common Core  Identifies four specific Standards:  Reading: Text complexity and the growth of comprehension  Writing: Text types, responding to reading, and research  Speaking and Listening: Flexible communication and collaboration  Language: Conventions, effective use, and vocabulary  Divides the High School standards into two bands: 9-10 and 11-12

Anchor Standards for Reading  Key Ideas and Details  Craft and Structure  Integration of Knowledge and Ideas  Range of Reading and Level of Text Complexity

Reading Standards for History/Social Studies Standards for 9-10: standards/english-language-arts- standards/history-social-studies/grades-9- 10/ Standards for 11-12: standards/english-language-arts- standards/history-social- studies/grades-11-12/

Anchor Standards for Writing  Text Types and Purposes  Production and Distribution of Writing  Research to Build and Present Knowledge  Range of Writing

Writing Standards for History/Social Studies Standards for 9-10: standards/english-language-arts- standards/writing-hst/grades-9-10/ Standards for 11-12: standards/english-language-arts- standards/writing-hst/grades-11-12/

Unpacking the Common Core  In small groups, use your copy of the Common Core Standards for Literacy in History/Social Studies to assess the our current instructional practice. Do we currently provide opportunities for students to acquire these skills? Share strategies used or brainstorm possible additions to our current practice. 9-10: Dave, Dan, Darren, Drew, Sam, Chuck and Ernie 11-12: Brad, Charles, Lori, Dawn, Tony, Jenn, Jill and John