CCSS and Social Studies Curricular Implications for Social Studies Based on the New York State Common Core K-8 Social Studies Framework Matthew Schultz Curriculum, Instruction and Assessment Greece Central School District

What We Know NYS Published a K-8 Common Core Social Studies Draft Curriculum The draft curriculum integrates common core principles with social studies standards, themes and practices. We can predict 9-12 curricular changes based on this document.

What We Know Key Components to the K-8 Curriculum: NYS Learning Standards for Social Studies K-12 Unifying Themes K-12 Common Core Literacy Skills K-12 Social Studies Practices Grade level Key Ideas Grade level Conceptual Understandings

What We Know – Social Studies In social studies, there are standards, themes and practices provided by NYS that guide instruction. Five NYS Social Studies Standards: 1) History of the United States and New York 2) World History 3) Geography 4) Economics 5) Civics, Citizenship and Government

What We Know – Social Studies Ten Social Studies Themes: Individual Development and Cultural Identity Development, Movement, and Interaction of Cultures Time, Continuity, and Change Geography, Humans, and the Environment Development and Transformation of Social Structures Power, Authority, and Governance Civic Ideals and Practices Creation, Expansion, and Interaction of Economic Systems Science, Technology, and Innovation Global Connections and Exchange

What We Know – Social Studies The New York State Common Core K-8 Social Studies Framework identifies five social studies practices: Chronological Reasoning and Causation Comparison and Contextualization Geographic Reasoning (people, places, regions, interactions) Gathering, Using, and Interpreting Evidence The Role of the Individual in Social and Political Participation

What We Know – Common Core Common Core uses anchor standards to guide literacy practices in reading and writing. Four Reading Anchor Standards: Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

What We Know – Common Core Common Core uses anchor standards to guide literacy practices in reading and writing. Four Writing Anchor Standards: Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing

What We Know – K-8 CCSS Social Studies Draft Curriculum The social studies framework is broken into three major segments: Vertical Articulation and Progressions of Literacy Skills and Practices, Grades 5-12 in CCSS Reading and Writing Anchor Standards. Vertical Articulation and Progression of Social Studies Practices, Grades 5-12. Key Ideas and Conceptual Understandings, Grades K-8

Vertical Articulation and Progressions of Literacy Skills and Practices, Grades 5-12 in CCSS Reading and Writing Anchor Standards. Example in CCSS Reading: Grades 5-8 Grades 9-10 Grades 11-12 Key Ideas and Details (First component of CCSS Reading Anchor Standard) 1. Cite specific textual evidence to support analysis of primary and secondary sources. 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

Vertical Articulation and Progressions of Literacy Skills and Practices, Grades 5-12 in CCSS Reading and Writing Anchor Standards. Example in CCSS Writing: Grades 5-8 Grades 9-10 Grades 11-12 Production/Distribution of Writing (Third component of CCSS Writing Anchor Standard) 6. Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 6. Use technology, including the internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 6. Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Vertical Articulation and Progression of Social Studies Practices, Grades 5-12. Example in SS Practices: Grades K-4 Grades 5-8 Grades 9-12 Chronological Reasoning and Causation (SS practice #1) Explain how events are related chronologically to one another in time. Identify the relationship between cause and effect. Distinguish between long-term and immediate causes and effects. Articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events. Identify, analyze, and evaluate relationships between multiple causes and effects. Distinguish between long-term and immediate causes and multiple effects (time, continuity and change).

Vertical Articulation and Progression of Social Studies Practices, Grades 5-12. Second example in SS Practices: Grades K-4 Grades 5-8 Grades 9-12 Gathering, Using and Interpreting Evidence (SS practice #4) Form questions about the world in which we live. Identify and explain authorship, point and view, purpose and format. Identify arguments of others. Define and frame questions about events and the world in which we live and use evidence to answer these questions. Analyze evidence in terms of content, authorship, point of view, purpose, and format; identify bias. Describe and analyze arguments of others. Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counter-hypotheses. Describe, analyze and evaluate arguments of others.

Key Ideas and Conceptual Understandings, Grades K-8 Example, Grade 4 Key Ideas Conceptual Understandings Theme(s) Standard Individual Development and Cultural Identity K.1 – Children’s sense of self is shaped by experiences that are unique to them and their families, and by common experiences shared by a community or nation. K.1a – A sense of self is developed through physical and cultural characteristics. K.1b – Personal experiences share our sense of self and help us understand our likes, dislikes, talents, and skills. K.1c – Unique family activities are important parts of an individual’s culture and sense of self. 1

Key Ideas and Conceptual Understandings, Grades K-8 Example, Grade 8 Key Ideas Conceptual Understandings Theme(s) Standard Industrial Society and Progressive Reforms (1870-1920) 8.2 New technologies and opportunities led a migration into claimed Western lands. 8.2a – Political, economic and technological opportunities increased settlement of the West after the Civil War. 8.2b – American settlers and the government continued the conflict with Native Americans over settlement of Western lands between 1864-1890. 8.2c – Differing cultural, economic, and social systems affected the lives of settlers on the Western frontier. 8.2d - The Populist movement promoted interest of farmers. Time, Continuity and Change Development and Transformation of Social Structures Geography, Humans, and the Environment 1, 3, 4

What to Anticipate in Grades 9-12 Patterns of Common Core State Standards in the NYS K-8 Social Studies Draft Curriculum: Combine NYS Standards with Common Core Skills and Social Studies Practices Increases in non-fiction reading Use of argument, rather than persuasion, citing evidence from multiple texts and use of logic. Integration of the four CCSS Anchor Standards (Reading, Writing, Speaking, Listening) rather than viewing them as isolated. Compare, debate, argue and converse over texts. Increase and differentiate the level of text complexity.

Shifts in Teaching Before CCSS With CCSS The K-8 NYS Draft Curriculum encourages risk-taking in the classroom – by teachers. Here are some examples: Before CCSS With CCSS Rote memory of content Rich engagement into content Assigning tasks for students Creating learning for students Teaching to students Teaching with students Teacher/Student relationship Learner/Learner relationship Give directions to students Give opportunities to students Pre-packaged lessons/units Risk-taking in lessons/units

Works Cited/Resources Engageny.org Video on Common Core Implications in the Classroom by 2010 Teacher of the Year, Sarah Brown Wessling New York State Common Core K-8 Social Studies Framework http://engageny.org/wp-content/uploads/2012/09/ss-framework-k-8.pdf