Unpacking the High School Social Studies Essential Standards Halifax County Schools October 9, 2013 Please log onto the internet using: Then navigate to the K-12 Social Studies Wiki page: Please log onto the internet using: Then navigate to the K-12 Social Studies Wiki page:

NCDPI K-12 Social Studies Team: Section Chief Fay Gore Program Assistant Bernadette Cole K-12 Consultant Ann Carlock K-12 Consultant Justyn Knox K-12 Consultant Steve Masyada K-12 Consultant Michelle McLaughlin

 Essential Standards  Crosswalks  Unpacking Documents  Key Terminology  Online Modules  Graphic Organizers  SS Update Webinars  SS Wiki Site UNPACKING THE STANDARDS  Concept-Based Lesson Planning  Online Resources  Classroom Assessment Samples  Data Literacy  Unit Development Planning & Design  Templates That Support Unit Design  Aligning Classroom Assessments  Disciplinary Literacy DEVELOPING LOCAL CURRICULA INSTRUCTIONAL DESIGN Phase I Phase II Phase III

Today’s Objective  Understand how to Unpack the Social Studies Essential Standards to inform Instruction.

What Are The Important Elements That Need To Be Considered When Teaching The Standards?

Verb Subject: The student (Implicit/Understood) Verb: (Only 1 per standard) Object: Knowledge/Content SubjectObject S V O We Must Have An Understanding Of The Anatomy Of The Essential Standards

Let’s Consider The Question Just Posed By Looking At A Standard Essential Standard: 7.C&G.1 Understand the development of government in modern societies and regions. Concept(s): Societies, Regions, Political Thought, Democracy, Citizenship, Power, Governmental Authority Clarifying ObjectivesUnpacking What does this standard mean a student will understand, know and be able to do? 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism). The student will understand: The ideas found in intellectual, scientific, and cultural movements may have implications for the development of future political thought and governmental development. The student will know: Various ideas that may have shaped modern political thought such as equality, liberalism, republicanism, one-man-one vote, rule of law, socialism, reason as the primary source of legitimacy and authority, natural rights of man, etc. Summarize A Generalization Facts & Topics

UNPACKING STANDARDS What does “unpack” a standard mean? −Dissecting what is written in a standard, goal or objective  What does the standard say, EXACTLY. knowunderstand able to do −The process of identifying what students will know, understand and be able to do once they have mastered the standard Steps: 1.Identify the concepts 2.Identify the critical content 3.Identify the key skills (able to do) 4.Identify the targeted cognitive process (verb) 5.Identify core tasks

Before You Unpack… You must understand:  The difference between topics & concepts  Revised Bloom’s Taxonomy

Concepts are…  Timeless  Universal  Transferable  Abstract and broad (to various degrees)  Examples share common attributes  Represented by 1-2 words

11/25/2015 page 12 Plessy v. Ferguson Leadership Technology Harlem Renaissance Islam Cultural Diffusion U.N. Declaration of Human Rights Climate Change Computer Environmental Issue Concept vs. Topic? Table Talk: As a group, decide whether each term is a concept or a topic.

Your Task:  Work with a partner(s) to… 1.Identify the Concepts 2.Identify the Topics  Then, arrange the concepts and topics to show the connections among them

ACTIVITY Part II Show connections between the concepts and the topics Example: American History II 2 concepts and they share topics that they would use to teach, then 2 topics and give concepts that they would use to teach the topics

GeographyCultureEconomics/ Personal Financial Literacy Civics and Government History  Place  Region  Location  Movement  Human- Environment Interaction  Physical Environment  Landforms  Water forms  Geographic Patterns  Settlement Patterns  Civilization  Migration  Religion  Language  Ethnicity  Society  Civilization  Culture  Diversity  Values & Beliefs  Needs/Wants  Scarcity  Resources  Costs  Standard of Living  Market economy  Markets  Trade  Exchange  Supply and Demand  Politics  Limited Government  Citizenship  Rule of Law  Political Action  Political System  National Identity  Individual Rights  Power  Freedom  Change  Continuity  Patterns  Conflict  Cooperation  Revolution  Leadership  Invasion  Conquest  Colonialism  War  National Identity  Imperialism

We Must Also Have An Understanding of… R B T

This two dimensional table is used to help determine the type of knowledge and targeted cognitive behavior of a standard.  The knowledge dimension tells you the type of knowledge that the standard wants the student to acquire.  The cognitive dimension tells you the verb which, in turn, informs you of what the student is supposed to do with the type of learning.

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20 Compare the human and physical characteristics of places.

21 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non Governmental Organizations, European Union and Organization of American States).

22 Analyze colonization in terms of the desire for access to resources and markets as well as the consequences on indigenous cultures, population, and environment (e.g., commercial revolution, Columbian exchange, religious conversion, spread of Christianity, spread of disease, spread of technology, conquistadors, slave trade, encomienda system, enslavement of indigenous people, mixing of populations, etc.).

23 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns).

24 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions.

ACTIVITY Part II Show connections between the concepts and the topics Example: American History II 2 concepts and they share topics that they would use to teach, then 2 topics and give concepts that they would use to teach the topics

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The Cognitive Dimension Is The Alignment For Standards & Assessment The RBT Verbs