1. #kyssne t BELLRINGE R : READ ARTICLE

2. Agenda What’s Worth Learning article Participants will read, review and discuss the article to prepare for today’s meeting and future curriculum, instruction and assessment work around the draft standards. Standards “QFT distillation” review Participants will analyze QFT questions from last month’s anchor progression work Gayle Hart Curriculum Consideration Documents Participants will create and review CCDs based on “distillation process” work and draft standards. District Team time Participants will reflect on their work and role as SS Network participants and determine next steps. Analyzing sample lessons Participants will review one of three sample lessons and consider implications for their own instruction, assessment and curriculum development.

3. ContentContext Events leading up to Revolutionary War Cause and Effect Rosa Parks’ arrest Corroboration Comparing and Contrasting Government documents that protect freedoms Declaration of Independence Constitution Bill of Rights (Amendments) Declaration of Independence Constitution Bill of Rights (Amendments)

4. 3 Levels of Text Purpose To deepen understanding of a text and explore implications for participants’ work. Facilitation Stick to the time limits. Each round takes up to 5 minutes per person in a group. Watch air time during the brief “group response” segment. Do 1 – 3 rounds. Roles Facilitator/timekeeper (who also participates) Participants #kyssne t

5. Process 1. Create a group of 3 2. Sit in a circle and identify a facilitator/timekeeper 3. Read the text What ‘s Worth Learning in School? and identify a passage (and a couple of back-ups) you feel advocates for the shift in social studies teaching and learning (aka-the draft SS standards) 4. ROUNDS A Round consists of: one person using up to 3 minutes to:  LEVEL 1: Read aloud the passage she/he has selected  LEVEL 2: Say what she/he thinks about the passage (interpretation, connection to past experiences, etc.)  LEVEL 3: Say what she/he sees as the implications for his/her work. The group responding (for a TOTAL of up to 2 minutes) to what has been said. 4. After all rounds have been completed, debrief the process.

6. Critical Questions Review Ashland-5 and 15 Bath-15 Boyd-12 Fairview -14 Elliot-9 Carter/Johnson-10 Lawrence/Raceland-2 Lewis-11 Martin/Menifee-1 Morgan 2 Rowan-3 Robertson-13 Russell-4 Fleming-7 Greenup-8 Mason-6

7. Critical Questions Review Read the questions Highlight questions that demonstrate students mastery of the standard (Student Questions) Create additional questions to demonstrate mastery and add to REVIEW template WHAT WILL STUDENTS HAVE TO ANSWER IN ORDER TO SHOW MASTERY OF THIS ANCHOR and the GRADE LEVEL STANDARDS?

8. Critical Questions Review Review the remaining questions Highlight questions that clarify the intent of the standards (Teacher Questions) Create additional questions to clarify the intent of the standard and add to REVIEW template

9. How does this inform/impact your thinking about curriculum, instruction and assessment in Social Studies? #kyssne t

10. Dr. Gayle Hart #kyssne t

11. LUNCH

12. Curriculum Considerations Document Assemble in groups of 3 ONLY Choose a grade level standard your group would like to spend time discussing Digitally enter thinking into blank CCD document (email) K-8

13. High School Room 1 Group 1-DREAMY PATHWAYS Create courses without EOC considerations, reimagine SS courses Group 2- TRADITIONAL PATHWAYS Create courses/sort standards into the typical courses available now Group 3-- HYBRID PATHWAYS Create courses where EOC course standards are determined, and the other standards are sorted in an untraditional way.

14. How does this inform/impact your thinking about curriculum, instruction and assessment in Social Studies?

15. Group 2 I have studied and reflected Front right Miranda Ruley Group 3 I have equipped others with resources Back right Carla Myers Group 4 I have been a leader in other ways Back left Pam Rowland Group 1 I have had face to face meetings Front left William Maynard As a result of my leadership, I /others can ___________ #kyssne t

16. With your district SS team --- Review NEXT STEPS plan from last meeting What additions or changes do you want to make based on today’s work?

17. Standard: 3.CM.2 Practice civic virtues, democratic principles, and respect for various perspectives. Standard: 7.CM.2 Compare deliberate processes for making decisions and evaluating conclusions as an individual and in groups. Standard: HS3.EDM.7 Explain how current globalization trends and policies affect economic growth, labor markets, resource and income distribution.

18. Garden, Sample Lessons for review

19. What informed the compelling question chosen by the teacher? What informed the supporting questions chosen by the teacher? What informed the performance task?

20. Summer Dates Thinking Through Quality Questioning @ KEDC JUNE 24& 25 @ Ashland JULY 20 & 21 @ Lexington LDC for Science and SS teachers Grades 4-12 June 4 & 5 @ Ashland Kagan Cooperative Learning 5 Day Workshop JUNE 22-26 @Lexington JULY 13-17 @ Ashland

21. Summer Dates Districts may send up to a 7 member delegation of Social Studies teachers (across grade levels) to work as a team, ideally including 1 administrator to support the team’s work. We will be begin at 8:30am each day and finish at 3:30pm. June 10 and 11 - 2 day “work session” for district teams to begin developing curriculum plans around the new social studies standards. July 22 - 1 day curriculum implementation “planning day”. District teams will come together and finalize or continue their curriculum work.