1. BPS Social Studies Curriculum Action Team January 13, 2016

2. Introductions and Connector: Think, Pair, Share
Hello!
Introductions and Connector: Think, Pair, Share
What is/are the biggest shift(s) that we need to make regarding our social studies curriculum/pedagogy?

3. Goals For Today Review the role of our Curriculum Action Team/Timeline
Complete HS sharing of our K-12 narrative
Review our draft vision statements/Core values
Develop a deep and comprehensive
understanding of the C3 Framework and standards
Review assessment data
Determine what student data would we like and develop an assessment plan for our new curriculum implementation (Work groups will create them if necessary)

4. Norms Listen fully and respectfully.
Balance your perspectives (K-12 and grade specific).
Hold confidentially the experiences and revelations of
others with care.
Monitor your personal technology.
Be responsible for your impact on the room.
Work to build consensus.
Have Fun!

5. Let’s review our work from last time.1.
Reminders
Let’s review our work from last time.

6. Timeline

7. Core Values Strategic Plan BPS Learner Profile C3 Framework
Character Education 11 Principles
Social Emotional Learning Standards

8. Our BPS Narrative
K-8 Shared the experience of students as they complete social studies each year
HS share
What do you notice and wonder?

9. A Draft Vision for BPS Social Studies

10. Vision
How well do these vision statements reflect our core values and beliefs?
What revisions are needed?

11. What is the status of standards development?2.
New Standards
What is the status of standards development?

12. Michigan SS Standards Update

14. C3 Framework Dimension 1. Developing Questions and Planning Inquiries
Dimension 2. Applying Disciplinary Concepts & Tools
Dimension 3: Evaluating Sources and Using Evidence
Dimension 4: Communicating Conclusions & Taking Informed Action

15. Activity 1
Appendix E: Scholarly Rationale for the C3 Framework (p.82-91)
Table Jigsaw
Everyone at the table reads p (stop at Importance of Questions)
#1 Reads p. 83- top of 85 (The Importance of Questions & Questions as Problem Solving
Spaces)
#2 Reads p (Investigative Practices and Problem Solving & Economic Thinking)
#3 Reads p ( Geographic Thinking & Historical Thinking)
#4 Reads p (Civic-Minded Thinking & Evidence as Understanding)
#5 & #6 Read p (Working Collaboratively to Show Understanding, Progressions in
Socio-Cultural Understanding, & Understanding Civic Engagement
As you read, identify the core ideas in your section to share with the table. Also, ponder the questions…
How well are currently addressing these ideas?
What implications will this have on our program?
Take turns discussing each section as each member shares out, don’t forget to discuss the first section that everyone read.

16. Activity 2
Dimension 1: Developing Questions and Planning Inquiries (p.23-27)
Take 5 minutes to read and 10 minutes to discuss.
What are we doing well?
What will be new or will need a new focus or shift?

17. Activity 3 Dimension 2: Applying Disciplinary Concepts & Tools
Two tables will review one content area (Civics, Econ, Geography, History)
The tables will coordinate to design a poster presentation highlighting the similarities to what we are currently doing and anything new or different that will require a change in focus.

18. Activity 4 Dimension 3: Evaluating Sources & Using Evidence (p. 53-57)
Take 5 minutes to read and 10 minutes to discuss.
What are we doing well?
What will be new or will need a new focus or shift?

19. Activity 5
Dimension 4: Communicating Conclusions & Taking Informed Action (p )
Take 5 minutes to read and 10 minutes to discuss.
What are we doing well?
What will be new or will need a new focus or shift?

20. C3 Conclusion
Activity 5
Dimension 4: Communicating Conclusions & Taking Informed Action (p )
Take 5 minutes to read and 10 minutes to discuss.
What are we doing well?
What will be new or will need a new focus or shift?

21. What does our current data tell us?3.
DATA
What does our current data tell us?

22. M-STEP 5th Grade Social Studies Proficiencies

23. M-STEP 5th Grade Social Studies Demographic Proficiencies

24. M-STEP 8th Grade Social Studies Proficiencies

25. M-STEP 8th Grade Social Studies Demographic Proficiencies

26. M-STEP 11th Grade Social Studies Proficiencies

27. M-STEP 11th Grade Social Studies Demographic Proficiencies

28. ACT SS Reading Proficiency

29. ACT SS Reading Demographic

30. BPS SS AP % Participation

31. BPS AP % Taking Test

32. BPS SS AP % Proficient on Test

33. BPS SS AP Demographic

34. Assessment
Dialogue: A conversation to gain insight and understanding, but doesn’t result in decisions.
Versus Discussion: A focused conversation to build consensus towards making a decision.
What means currently exist to provide evidence of learning in Social Studies?
What would we most like to know about student understanding of Social Studies?
What might be some new ways for students to demonstrate Social Studies proficiency?
How are we currently using data to improve learning? What improvements might we make?

35. Assessment Article Jigsaw
What three points in this article resonated with you or left you with questions?
How might ideas presented in the articles guide our thinking around Social Studies related assessments?

36. Assessment
What baseline data might we collect this year and or next year in preparation of implementing a new/revised curriculum?
What data could we bring to our next meeting?
What should the role of formative data be in social studies?

37. Templates for Unit Design with C3 in Mind4.
Inquiry Design Model
Templates for Unit Design with C3 in Mind

38. Inquiry Design Model

39. Inquiry Design Model

40. Inquiry Design Model

41. Inquiry Design Model

42. Did we meet our goals for today? How did we do with the norms?5.
Reflections
Did we meet our goals for today?
How did we do with the norms?

43. Goals For Today Review the role of our Curriculum Action Team/Timeline
Complete HS sharing of our K-12 narrative
Review our draft vision statements/Core values
Develop a deep and comprehensive
understanding of the C3 Framework and standards
Review assessment data
Determine what student data would we like and develop an assessment plan for our new curriculum implementation (Work groups will create them if necessary)

44. Norms Listen fully and respectfully.
Balance your perspectives (K-12 and grade
specific).
Hold confidentially the experiences and
revelations of others with care.
Monitor your personal technology.
Be responsible for your impact on the room.
Work to build consensus.
Have Fun!

45. Thanks! Any questions? Next Meetings…
February 11 EAC-Hawthorn/Sycamore
March 9 EAC-Hawthorn/Sycamore