1. Making the Conceptual Shift Happen In Social Studies http://cbci.ncdpi.wikispaces.net

2. NCDPI K-12 Social Studies Team Section Chief Fay Gore fay.gore@dpi.nc.gov K-12 Consultants: Ann Carlock Ann.Carlock@dpi.nc.gov Justyn Knox Justyn.Knox@dpi.nc.gov Michelle McLaughlin Michelle.Mclaughlin@dpi.nc.gov Program Assistant Bernadette Cole bernadette.cole@dpi.nc.gov

3. Introductions  Share the following:  You Name  Grade level you teach  One positive Social Studies experience you had during the 2013-2014 school year  What you hope to gain from this session

4. http://www.123rf.com/clipart-vector/logistics.html  A morning break around 10:00  Lunch at 12:00 noon  Afternoon break around 2:15  Session ends around 3:30  Session materials http://cbci.ncdpi.wikispaces.net http://hcpspacingguides.wikispaces.com  For unanswered questions and additional discussion use the Parking Lot: https://todaysmeet.com/HertfordCBCI ​ https://todaysmeet.com/HertfordCBCI

5. A few agreements for the day:  TRUST THE PROCESS!  Ask as many questions as needed to clarity and for deep understanding  Interject your thoughts and ideas  Participate fully  Be flexible Ground Rules

6. Objectives By the end of today’s session, you will better understandi:  The three major shifts in the Social Studies Essential Standards.  What these shifts mean for revising your current curriculum.  How to develop the “Big Ideas” for your grade level or course.

7. Guiding Question How can we use the three shifts in social studies to inform curriculum redesign?

8. GROUP PRE-ASSESSMENT  In groups, you will rotate around the room to respond to each of the three questions related to the shifts.  Each group will respond to their questions.  When time is called, move clockwise to the next questions. Read the responses. Place a check next responses for which you agree. Place a question mark next to something for which you disagree. Add additional info.  Do the same for the third round.  Then, return back to your original question and be ready to report out.

9. The Shifts  Use of Revised Bloom’s Taxonomy  Use of a Conceptual Framework  Organization around five broad conceptual strands

10. Revised Bloom’s Taxonomy (RBT)  Provides a framework that aligns instruction and assessment to the Essential Standards  A system to classify objectives  by cognitive type  by type of knowledge

12. Activity (RBT) NOTE TO PARTICIPANTS: So that all responses are anonymous, login using a fun nickname.

13. The Shifts  Use of Revised Bloom’s Taxonomy  Use of a Conceptual Framework  Organization around five broad conceptual strands

14. Focus on Concepts and Big Ideas This is what we’ve been doing…teaching to the topics and facts but, not going beyond. This is what we are moving to…beginning with the concepts and teaching to the generalizations by using the topics and facts as examples. Students will understand that: Weather conditions determine how people live, work, and play in a place. Rain and flood Winter storm North Carolinian Eskimo Paving the highway Snowboarding Thomasville Ahoskie Halifax K.G.2.1 Explain how people adapt to weather conditions.

15. The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT TOPIC: WORLD WAR II FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT

16. The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT TOPIC WHO?WHAT?WHEN? WHERE? WHY?HOW? FACTFACT

17. Memorizing Facts Alone Does not Help Students See The Big Picture

18. The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS WARCHANGE TOPIC FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT

19. The Brain Does Not Automatically See The Big Picture (Concepts) Movement ? Reform ? Revolution ? Reaction ? Conflict ? Change?

20. PRINCIPLES & GENERALIZATIONS CONCEPT TOPIC FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT The Structure Of Knowledge Students will understand that: War may alter the physical and human geography of a place? Leadership may change the course of war. Nations go to war to protect their political and economic interests. The “foundational truths” of a discipline.

21. http://davidford-cartoons.com /

22. NOTE TO PARTICIPANTS: So that all responses are anonymous, login using a fun nickname. Activity (CBCI)

23. The Shifts  Use of Revised Bloom’s Taxonomy  Use of a Conceptual Framework  Organization around five broad conceptual strands

24. The Five Conceptual Strands

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

26. 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  Resources  Religion  Language  Ethnicity  Society  Civilization  Culture  Diversity  Values & Beliefs  People  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  development People use environmental resources to meet their basic needs and wants.

27. NOTE TO PARTICIPANTS: So that all responses are anonymous, login using a fun nickname. Activity (5 STRANDS)

28. Essential Question How can we use the three shifts in social studies to inform curriculum and instruction?

29. Lunch

30. Design With the end in mind Does my unit:  Identify the big ideas (concepts) and essential understandings (generalizations) for each content area in the unit?  Integrate the strands of Social Studies?  Identify key content & skills?

31. What Is Concept-based Curriculum And Instruction? The Concept-Based Curriculum & Instructional Framework is … A three-dimensional design model that allows teachers to identify what is important for students to know, understand, and be able to do in an organized, planned unit of instruction that promotes student engagement and thinking. During the instruction, teachers use concepts as a tool to help students see patterns and connections between facts and related ideas in order to reach a deeper understanding of the content.

32. DEVELOPING UNITS OF INSTRUCTION For Example: 6th Grade ESSENTIAL STANDARDS For Example: 6th Grade ESSENTIAL STANDARDS Step 1: Step 1: “Unpack” the state standards for the grade level or course for which you will develop curriculum.

33. Students will understand that:  War may alter the physical and human geography of a place.  Leadership may change the course of war.  Nations often go to war to protect their political and economic interests.

34. GENERALIZATION= Enduring Understanding Two or more concepts in a relationship... Concept What do I understand as a result of this study? CONCEPTUAL IDEAS THAT TRANSFER & DEVELOP “DEEP UNDERSTANDING’

35. Helpful Guidelines To Remember When Writing Generalizations Full sentence statements, describing what, specifically, students should understand about the critical concepts in the lesson Guidelines: 1.No proper or personal nouns or pronouns 2.Use a present tense verb 3.Show a relationship between at least two concepts 4.Transferable idea that is supported by the factual content 5.Sometimes needs the use of a qualifier (often, can, may) 6.Think about the connections between and among concepts in the various strands from your web.

36. Two or more concepts in a relationship... War Resources War may decrease the availability of resources.

37. Two or more concepts in a relationship... Rules Community Rules allow a community to maintain order. Order

38. Two or more concepts in a relationship... Culture exhibits both change and continuity through time. Change Continuity Culture

39. Examples from the group: Kindergarten: Conflict resolution may help build positive relationships. 2 nd grade: Meeting needs and wants can help and harm the environment. 6 th grade: Migration may spread the values and beliefs of people. 4 th grade: When groups move into an area existing groups may experience change. 5 th grade: –Geographic factors and culture may determine how a nation grow. –Geographic factors may lead to settlement patterns. World History: –Geographic and environmental factors can impact development of society. –Cultural and political practices often have influence on society.

40. What’s The Big Idea? 1.Watch us model the process. 2.What observations did you make? 3.Select a concept from the middle of the table. 4.Roam the room to find at least one person from whom you can connect to form a generalization. 5.Write your generalization on chart paper.

41. Let’s Write Our Own 1.Review your unit. 2.Select 2-3 clarifying objectives that represent at lest 2 different strands. 3.Identify the key concepts 4.Write/revise at least 3 generalizations from your unit using concepts from multiple strands 5.Post your generalization on the Google Doc.

42. Common Errors 1.Use of past tense verbs or proper nouns which makes them facts instead of generalizations 2.Use of proper nouns or pronouns 3.Only one concept represented 4.Use of value statements 5.Lack of clarity (poor word choice or sentence construction) 6.Use of level 1 verbs: impact, affect, influence, is, are, have (need to scaffold)

44. Let’s Look at our Generalizations Google Document

45. Day One Exit Ticket Complete the Exit Ticket using the 4x6 note card found at your table: 1.What questions or issues do you still have? 2.What is one thing you are taking way from today? Thank You!

46. Making the Conceptual Shift Happen in K-12 Social Studies – DAY 2 http://cbci.ncdpi.wikispaces.net

47. The unpacking documents take the clarifying objectives and outline what students should…  …understand (Conceptual Knowledge)  …know (Factual Knowledge)  …be able to do (Procedural Knowledge) Purpose of Unpacking Documents

48. Sample Content Standard Here is the conceptual knowledge. (The concepts & generalizations) Here is the Factual Knowledge. (The content & facts)

49. Sample Skills Standard Here is the Factual Knowledge. (The content & facts) Here are the skills (what they should do)

50. Let’s Look At A Standard Essential Standard: 2.C&G.1 Understand the purpose of governments Concept(s): Governmental Systems, Authority, Conflict, Laws, Rules, Community Clarifying ObjectivesUnpacking What does this standard mean a student will understand, know and be able to do? 2.C&G.1.2 Explain how governments establish order, provide security and create laws to manage conflict. The student will understand: Governments create laws to establish order and manage conflict. Governments often work to serve the needs of the people in a community. Governments establish laws, order, and security through a variety of processes. The student will know: The purpose and functions of government The difference between rules and laws. Examples of how local governments make, enforce and interpret laws in the local community. Government leaders establish order, provide security, and create laws to manage conflict. Examples of how the government ensures justice. Examples of ways in which governments make laws, establish order, and provide security. A Generalization Facts & Topics

51. UnitUnit Title NCSCOS Clarifying Objectives Conceptual Lens 1 2 3 4 5 6 7 8 YEARLY/SEMESTER PLAN OUTLINES Grade level/Course: __________________ How Many Units Should We Develop For The Year? 3 to 4 units for grades K-3 4 to 6 units for grades 4-6 5 to 8 units for grades 7-12 Create an outline of units you may teach for the entire year or semester. Assign Clarifying Objectives to each unit. Identify an appropriate conceptual lens. Write a short description of the unit. Step 2-4

52. UnitUnit Title Clarifying Objectives Conceptual Lens(s) 1 Why do I need rules? 1.C&G.1.1, 1.C&G.1.2, 1.C&G.1.3, 1.C.1.1, 1.C.1.2 2 How do I know where I am going? 1.G.1.1, 1.G.1.2, 1.G.1.3, 1.G.2.1, 1.G.2.2, 1.G.2.3 3 Money, Money, Money1.E.1.1, 1.E.1.2, 1.E.1.3 4 Wow, my community is larger than I thought. 1.H.1.1, 1.H.1.2, 1.H.1.3, 1.C.1.1, 1.C.1.2, 1.G.2.2, 1.G.2.3, 1.E.1.2, 1.E.1.3, 1.C&G.1.2 1st Grade - SAMPLE YEARLY PLAN OUTLINE

53. UnitUnit Title Clarifying Objectives Conceptual Lens(s) 1 How Do We Meet Our Basic Needs? 3.C&G.2.1, 3.C&G.2.2, 3.G.1.1, 3.G.1.3, 3.E.1.1, 3.E.1.2 2 Where in the World are You? 3.G.1.1, 3.G.1.2, 3.G.1.3, 3.G.1.4, 3.G.1.5, 3.H.1.1, 3.H.1.2, 3.H.1.3, 3.C.1.1, 3.C.1.2 3 Understanding Your Local Government 3.C&G.1.1, 3.C&G.1.2, 3.C&G.1.3, 3.C&G.2.1, 3.H.1.1, 3.H.1.2, 3.H.1.3 4 Variety Is the Spice of Life 3.H.1.1, 3.H.1.2, 3.H.2.2, 3.H.1.3, 3.H.2.1, 3.C.1.1, 3.C.1.2 3 rd Grade - SAMPLE YEARLY PLAN OUTLINE

55. UnitUnit Title Clarifying Objectives Conceptual Lens 1 2 3 4 5 6 7 8 Your Turn Grade level/Course: __________________ http://cbci.ncdpi.wikispaces.net/Wallace+Unit+Outlines+Drafts

56. 56 The Conceptual Lens

57. 57 Think About It… Given the example topic the “American Civil War” Can you…?  Teach about everything there ever was to teach about the American Civil War in the amount of time you have to teach?  Teach everything that you want to teach about the American Civil War in the amount of time you have to teach? NO

58. Looking at a topic through a “conceptual lens”…  Provides direction for the thinking.  Is a bridge between the factual knowledge and conceptual knowledge.  Engages a student’s mind and emotions so they…  gain a deeper level of understanding,  retain the factual information because it has relevance, and  are motivated to take ownership of their learning. The “Conceptual Lens” (Is USUALLY A Macro-Concept)

59. DECIDING ON A CONCEPTUAL LENS  Supports the unit title  Narrows the scope of the unit  Provides direction for thinking

60. THE POWER OF A CONCEPTUAL LENS

61. Persuasive Force The American Media

62. Innovation

63. Perspective

64. The US Civil War

65. U.S. Civil War

66. Confederate Leaders African Americans U.S. Civil War

67. What are some possible Conceptual Lenses for…. WH Topic: The Rise of Transcontinental Empires

68. Conceptual Lens:_________________ Topic: The Rise of Transcontinental Empires Power and Authority Conflict Movement Innovation

69. YOUR TURN… Decide upon a Conceptual Lens for a unit from the selected sample outline be prepared to justify why the lens was chosen. Topic: _____________________ http://cbci.ncdpi.wikispaces.net/Wallace+Unit+ Outlines+Drafts

70. UnitUnit Title NCSCOS Clarifying Objectives Conceptual Lens 1 2 3 4 5 6 7 8 YEARLY/SEMESTER PLAN OUTLINES Your Homework http://www.online-stopwatch.com/world-games-swimming/

71. 71 Step 5 Content/Concept Web

73. Let’s Observe Teachers Briefly Discussing The Webbing Process

74. Step 5

75. 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

76. Unit Title: ___ Conceptual Lens: ___ Your Turn http://cbci.ncdpi.wikispaces.net/Wallace+Unit+ Outlines+Drafts