1. NC Social Studies Essential Standards Haywood County District Wide In-service October 12, 2011 November 10, 2011 March 19, 2011

2. Alignment to the Professional Standards STANDARD THREE: Teachers know the content they teach. Teachers align their instruction with the North Carolina Standard Course of Study; Teachers know the content appropriate to their teaching specialty; Teachers recognize the interconnectedness of content areas/disciplines; Teachers make instruction relevant to students; STANDARD FOUR: Teachers Reflect on their practice. Teachers link their professional growth to their professional goals. The Professional Teaching Standards

3. Alignment to the Professional Standards AREA ONE: Vision The central office administrator is an educational leader who: facilitates the development, implementation, and communication of a shared vision of learning that reflects excellence and equity for all students throughout the school system. Connections to the Professional Standards for Central Office Personnel

4. Alignment to the Professional Standards AREA TWO: High Student Performance The central office administrator is an educational leader who: promotes the development of organizational, instructional, and /or assessment strategies to enhance teaching and learning for all students throughout the system. Connections to the Professional Standards for Central Office Personnel

5. Alignment to the Professional Standards STANDARD TWO: Instructional Leadership School executives…. will set high standards for the professional practice of 21 st century instruction and assessment must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students. Connections to the Professional Standards for Principals and Assistant Principals

6. Alignment to the Professional Standards STANDARD FOUR: Human Resource Leadership School executives…. will ensure the school is a professional learning community. must provide for results-oriented professional development that is aligned with identified 21 st century curricular, instructional, and assessment needs that are connected to school improvement goals and is differentiated based on staff Connections to the Professional Standards for Principals and Assistant Principals

7. Connections to the North Carolina Information and Technology Standards Sources of Information Students will: classify useful sources of information. Informational Texts Students will: Understand the difference between text read for enjoyment and text read for information. Technology as a Tool Students will: use technology tools and skills to reinforce classroom concepts and activities. Research Process Students will: Understand the importance of good questions in conducting research. Safety and Ethical Issues Students will: Remember safety and ethical issues related to the responsible use of information and technology resources.

8. Use of Revised Bloom’s Taxonomy in the development of the North Carolina Social Studies Essential Standards

9. Revised Bloom’s Taxonomy Provides the cognitive framework used for all the North Carolina Essential Standards Provides the common language for all curriculum areas Use of one verb

12. Why Categorize Objectives? Allows educators to examine objectives from the student’s point of view. Helps educators consider the panorama of possibilities in education. Helps educators see the integral relationship between knowledge and the cognitive processes in inherent in objectives. Makes life easier as assessment can match the objectives and the way they are taught. Categorizations makes more readily apparent the consistency, or lack there of, between the unit objectives, the way they are taught, and the way they are assessed. Helps educators make sense of the wide variety of terms that are used in education.

13. Allows educators to examine objectives from the student’s point of view. Students must know and be able to do in order to achieve and objective. Helps educators consider the panorama of possibilities in education. Promotes metacognitive knowledge which is empowering for students and it is an important basis for learning “how to learn.”

14. Helps educators see the integral relationship between knowledge and cognitive processes inherent in objectives. from the student’s point of view. How does integrating the knowledge dimensions help students learn? Does a student apply factual knowledge to help learn procedural or conceptual knowledge and vice versa. It makes life easier. Objectives can be efficiently aligned with the assessments… Backwards design.

15. Makes more apparent the consistency, or lack there of, among the stated objectives of a unit, how the unit was taught, and how the learning is assessed. Do the objectives, the instruction, and the assessments match? Helps educators make better sense of the wide variety of terms used in education. The terms of the Taxonomy Table and the Domains helps make the instruction and the learning more precise.

16. Reading Objectives SUBJECT VERB OBJECT

17. The learner will 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: analyzing differences among genres. C and S 4.5 Explain major differences between poems, drama and prose and refer to the structural elements of poems (e.g. verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions, dialogue and stage directions) when writing or speaking about a text.

18. Social Studies Essential Standards Activity #1 Deconstructing the Standards Using Revised Bloom’s

19. Culture Time, Continuity, and Change People, Places, and Environments Individual Development and Identity Individuals, Groups, and Institutions Power, Authority, and Governance Production, Distribution, and Consumption Science, Technology, and Society Global Connections Civic Ideals and Practices National Thematic Strands

20. The Five Conceptual Strands HISTORY Geography and Environmental Literacy Cultures Economics and Financial Literacy Civics and Government Time, Continuity, and Change Science, Technology, and Society Civic Ideals, and Practices Power, Authority, and Governance Production, Distribution, and Consumption Individuals, Groups, and Institutions People, Places, and Environments Culture Individual Development and Identity Global Connections

21. Use of Strands in the North Carolina Social Studies Essential Standards Structural Changes H–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy, C&G–Civics and Government, and C–Culture STRAND

22. Conceptual Focus of the North Carolina Social Studies Essential Standards

23. The Paradigm Shift From Teaching and Learning Topically To Teaching and Learning Conceptually

24. The Structure of Knowledge PRINCIPLES AND GENERALIZATIONS CONCEPT TOPIC FACT

25. The Structure of Knowledge PRINCIPLES AND GENERALIZATIONS CONCEPT TOPIC FACT

26. The Structure of Knowledge PRINCIPLES AND GENERALIZATIONS CONCEPT TOPIC FACT

27. The Structure of Knowledge PRINCIPLES AND GENERALIZATIONS CONCEPT TOPIC FACT

28. Concepts Are…. Timeless Universal Transferable Abstract and Broad (to various degrees) Examples share common attributes Represented by 1 or 2 words

29. Concept or Topic? Environment Manifest Destiny Computer Age Great Depression Culture Supply and Demand Movement System Civil War

30. Social Studies Essential Standards Activity # 2 Concept or Topic?

31. Traditional Standards and Curriculum are Topic Based and focus mostly on the facts….. History: Colonial Era, Lost Colony, American Revolution, American Civil War Cultural Geography: South America and Europe, Swahili, Aborigines, Buddhism Civics and Economics: American Revolution, US capitalism, Brown vs Board of Education, mercantilism

32. Conceptual Standards and Curriculum are Concept Based and focus on transferable ideas….. History: continuity and change, leadership, revolution, war, conflict Cultural Geography: climate change, location, resources, environmental challenges, human migration, cultural development Civics and Economics: scarcity, justice, freedom, authority, trade

33. The Structure of Knowledge HUMANS IMPACT THE ENVIRONMENT CONCEPT TOPIC FACT

34. The Structure of Knowledge HUMANS IMPACT THE ENVIRONMENT RESOURCESCLIMATE CHANGE TOPIC FACT

35. The Structure of Knowledge HUMANS IMPACT THE ENVIRONMENT RESOURCESCLIMATE CHANGE GLOBAL WARMING FACT

36. The Structure of Knowledge HUMANS IMPACT THE ENVIRONMENT RESOURCESCLIMATE CHANGE GLOBAL WARMING FACT Ultimately, the generalization is derived from what you want the students to understand. 5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the United States, past and present.

37. Planning for Conceptual Understanding What are the concepts you would teach from this standard? From the concepts, write a generalization or essential understanding. PRINCIPLES AND GENERALIZATIONS CONCEPT FACT 3.G.1.5 Summarize the elements (cultural, demographic, economic, and geographic) that define regions (community, state, nation, and world. TOPIC

38. Social Studies Essential Standards Activity # 3 Planning for Conceptual Understanding

39. Facts are a supportive tool…. “Concept-based Instruction first requires that the teacher has made the mental shift from teaching facts alone, to teaching to conceptual ideas using the facts as a supporting tool.” Erickson

40. The Structure of Knowledge and Planning for Conceptual Understanding PRINCIPLES AND GENERALIZATIONS CONCEPT TOPIC FACT CONCEPT People migrate to meet a variety of needs. Migration may lead to new opportunities or greater freedom Migration Opportunity Needs Freedom U. S. WESTWARD MOVEMENT Early American settlers looked for new opportunities Early American settlers migrated west. The California Gold Rush attracted many settlers to the west.

41. Concepts Across the Curriculum Animal Migration at one grade can lead to human migration at another. Learning about life cycles of animals at one grade can help develop understanding of cycles at another grade. (e.g. food chains, oxygen cycle, water cycle, etc.) Understanding individual wants and needs in kindergarten, for example, could lead to understanding the wants and needs of animal and human populations MIGRATION: CYCLES: WANTS AND NEEDS

42. North Carolina Social Studies Essential Standards: Curriculum Documents

43. The Instructional Toolkit Priority One Tools: Crosswalks of 2006 & 2010 Standards Unpacked Content Documents Priority Two Tools: Sample Graphic Organizers Sample Learning Progressions Sample Units of Instruction Assessment Samples

44. Crosswalk Documents

45. Intended Use of Crosswalks To identify gaps in content (where something new may exist) To identify existing resources that can be repurposed To identify professional development needs based on new content areas

46. Essential Standard2006 NC Standard Course of Study Comments Essential StandardObjective Clarifying Objective 2.G.1 Use geographic representation, terms, and technology to process information from a spatial perspective. 2.G.1.1 Interpret maps of the school and community that contain symbols, legends, and cardinal directions 5.05 Interpret map, charts, and pictures of locations. 2.G.1.2 Interpret the meaning of symbols and the location of physical and human features on a map (cities, railroads, highways, countries, continents, oceans, etc.) 5.02 Describe the role of a geographer and apply geographic tools such as maps, globes, compasses, and photographs, in the understanding of locations and characteristics of places and regions. 5.03 Compare and contract the physical features of communities and regions.

47. Unpacking Documents

48. Unpacking the Essential Standards The unpacking document…. Identifies what a student must understand (Conceptual knowledge) Concepts and Generalizations Identifies what a student must know (Factual knowledge) Critical Content Identifies what a student must be able to do (Procedural knowledge) Skills

49. Look at How NCDPI Unpacked K.C &G.1.2 and 3.C &C.2.1

50. Essential Standard K.C & G.1 Understand the role of a citizen Concept: Citizenship Clarifying Objective(s) Unpacking What does this standard mean a student will understand, know, and be able to do The student will understand: Obeying rules can provide safety in the safety in the classroom, school, home and neighborhood. For example: Everyone wears a safety belt. Obeying rules in the classroom, school, home,,and neighborhood promote fairness and resolves conflict. For Example: Games have rules to follow to create fairness. The student will know: A good citizen follows rules and respects the rights of others. For Example: Showing the following traits of courtesy, honesty, and fairness when working with others. Why rules are needed Examples of a responsible citizen. How to identify rules in the classroom, school, home, neighborhood They are citizens of a classroom, school, home, or neighborhood. K C & G.1.2 Explain why citizens obey rules in the classroom, school, home, and neighborhood

51. Essential Standard 3.C & G.2 Understand the role of a citizen Concept: Citizenship Clarifying Objective(s) Unpacking What does this standard mean a student will understand, know, and be able to do The student will understand: Citizens can contribute to the political development of their community. Citizens can contribute to the social development of their community. Citizens can contribute to the economic development of their community. The student will know: Responsible citizens can contribute to the political development of their community by voting. Responsible citizens can contribute to the social development of their community by participating in activities and taking an interest in the welfare of the community. Responsible informed citizens obey the laws and take part in community affairs. Responsible citizens can contribute in a variety of ways to the economic development of their community by creating friendly businesses and jobs. Citizens are active in the community and participate in community decisions by showing respect for the rights of others, obeying laws, voting, volunteering, paying taxes, etc 3.G & G.2.1 Explain why citizens obey rules in the classroom, school, home, and neighborhood

52. Social Studies Essential Standards Unit Development

53. Unit Development with an Integrated, Interdisciplinary Approach Arts Education English/Language Arts English Language Devel Healthful Living Information/Technology Skills Mathematics Science Integrated in to the Five North Carolina Essential Standards Strands Culture Geography and Environmental Literacy Civics and Government History Economics and Personal Financial Literacy

54. Organizing Curriculum as Units of Instruction Step 1: Start with the essential standards Step 2: Create an outline of units you may teach for the entire year Step 3: Deconstruct the essential standards and the clarifying objectives. Step 4: Create a Concept/Content web. Step 5:Write understandings and generalizations.

55. Use science and social studies as the springboard for teaching everything else.