Presentation is loading. Please wait.

Presentation is loading. Please wait.

Lori Krelie Pat Horton Georgia Weed

Similar presentations


Presentation on theme: "Lori Krelie Pat Horton Georgia Weed"— Presentation transcript:

1 Lori Krelie Pat Horton Georgia Weed
Social Studies in the Middle School Classroom Lori Krelie Pat Horton Georgia Weed

2 Learning Targets I can examine the Inquiry Arc and understand the connections between the Unifying Themes, Literacy Skills and Social Studies Practices, and the Key Ideas, Conceptual Understandings and Content Specifications I can analyze my own instructional practice as compared to the expectations outlined in the Social Studies Field Guide and Social Studies Framework I can analyze the NYS Inquiries to uncover the Dimensions of the Inquiry Arc and the application of the practices Explore instructional strategies that integrate content and practices using current materials available in your classroom Evaluate your current instruction to ensure that social studies practices are embedded Molly, Ben, Pat Tee up the purpose of Day 1 (to think ahead to planning for Day 2)

3 Kahoot Activity  Georgia  End by 8:45

4 Social Studies Framework
Walk through the binder (Pat, Ben, Molly) Then participants get handout. What do you notice about this arc? What do you wonder?   What do you see that is not on this rainbow that we went over?

5 NYSED “Standards” Documents
Lori

6 My Family and Other Families, Now and Long Ago Second Grade
NYS Course Name Kindergarten Self and Others First Grade My Family and Other Families, Now and Long Ago Second Grade My Community and Other Communities Third Grade Communities Around the World Fourth Grade New York State and Local History and Government Fifth Grade The Western Hemisphere Sixth Grade The Eastern Hemisphere Seventh Grade History of the United States and New York State I Eighth Grade History of the United States and New York State II Ninth Grade Global History and Geography I Tenth Grade Global History and Geography II Eleventh Grade United States History and Government Twelfth Grade Participation in Government and Civics Economics, the Enterprise System, and Finance Lori Alignment K-12 Framework 2014 Share out – end by 8:55

7 Social Studies Learning Standards Remain the Same
Standard 1: History of the United States and New York Standard 2: World History Standard 3: Geography Standard 4: Economics Standard 5: Civics, Citizenship, and Government Georgia  At the end of the activity, Gallery Walk – end by 9:15 Handout sheets and review the titles – later we will be looking at these standards in the framework.   Activity: Read the five Social Studies Standards. Using a marker go to each poster and design something that represents each of the Five Social Studies Standards.  Standard 1: History of the United States and New York  Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.  Standard 2: World History  Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.  Standard 3: Geography  Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over Earth’s surface.  Standard 4: Economics  Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.  Standard 5: Civics, Citizenship, and Government  Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental systems of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

8 Instructional Shifts for Social Studies
Shift 1: Focus on Conceptual Understanding Shift 2: Foster Student Inquiry, Collaboration, and Informed Action Shift 3: Integrate Content and Skills Purposefully Lori and Ben End by 9:45 Shifts Reflection Sheet Pass out here.. Field Guide Doc  Activity:  *The handout to this is in your binder. Write your answers on this document.    Read the shifts on the pages provided in the field guide.  Each person will then write down what does that shift look like pre-shift and post-shift.  

9 Unifying Themes Pat, Ben and Molly Start at 10:00 End by 10:30
These ten unifying Social Studies themes represent different lenses that can be applied to the teaching and learning of the Key Ideas and Conceptual Understandings within the NYS Framework across all grades, K-12. Themes at a Glance 1. Individual Development and Cultural Identity 2. Development, Movement, and Interaction of Cultures 3. Time, Continuity, and Change 4. Geography, Humans, and the Environment 5. Development and Transformation of Social Structures 6. Power, Authority, and Governance 7. Civic Ideals and Practices 8. Creation, Expansion, and Interaction of Economic Systems 9. Science, Technology, and Innovation 10. Global Connections and Exchange Pat, Ben and Molly Start at 10:00  End by 10:30 Activity:  Read through the 10 themes and answer the questions below:  In your own words what are the Unifying Themes?   In the framework, for your grade, locate the chart with the unifying themes and identify the following:  What unifying theme for your grade level is used the most?  What unifying theme for your grade level is used the least?  For the unifying theme that is used the most for your grade level, describe how you are incorporating that during your instruction.    Group share out, ask to share examples of work they are doing

10 Social Studies Practices
The Social Studies Practices represent the social science and historical thinking skills that students should develop throughout their K-12 education in order to be prepared for civic participation, college, and careers. Similar to the Mathematical Practices within the Common Core Learning Standards, the Social Studies Practices should be infused with the Social Studies content contained within the Key Ideas and Conceptual Understandings. The Practices were created based on the existing New York State Social Studies Learning Standards, the National Geography Standards, the historical thinking skills articulated within the new Advanced Placement World History Curriculum Framework, the Disciplinary Tools of Dimension 2 of the C3 Framework, National Council for the Social Studies Standards, and Habits of the Mind published by the National Council for History Education. 1) Gathering, Interpreting and Using Evidence 2) Chronological Reasoning and Causation 3) Comparison and Contextualization 4) Geographic Reasoning 5) Economics and Economic Systems 6) Civic Participation Lori  End by 11:00 Resources:  Standards/Practice document, practices on a page, framework, vertical alignment 11x17 document, highlighters.   Activity:  In the space below from each practices identify and highlight a practice from your grade level that you have not used.  

11 Literacy Skills Common Core Learning Standards for English Language Arts and Literacy  Reading Standards for Informational Text  Writing Standards  Speaking and Listening Standards  New York State P-12 Common Core Learning Standards Georgia  End by 11:30 (break for lunch) Activity One: Read the literacy skills for your grade level and answer the following questions on the chart.  Activity Two: Individually or with a partner go around the room and look at the literacy skills from other grade levels.  On the handouts provided look at what is similar and different between the different grade levels.   

12 Course Content Key Ideas Conceptual Understandings
Content Specifications Start at 12:30 - Activity One: In your own words, what is the meaning of?  Activity Two:  Go through the framework for your grade level and highlight any items that you have not been able to teach and/or you do not understand.    Key Ideas  Key Ideas are aligned to the standards and represent enduring understandings that should be the focus of teaching and learning for each grade. Key Ideas are designed to address larger social studies perspectives, trends, and issues. Each grade level consists of eight to twelve Key Ideas, so these statements are intentionally rich and substantial.  Conceptual Understandings  Conceptual Understandings are more specific statements that are designed to support each Key Idea. Each Key Idea consists of approximately two to seven Conceptual Understandings that are designed to support the larger Key Idea. Together, the Key Ideas and Conceptual Understandings represent the body of Social Studies concepts that should be the focus of teaching and learning.  Content Specifications  Content Specifications, crafted as “Students will…” statements, add further clarity and depth to the Conceptual Understanding by articulating specific content that can be taught to illuminate the Conceptual Understanding. Ultimately, Content Specifications work in tandem with Conceptual Understandings in support of the larger Key Ideas. 

13 Course Content Start at 12:30 - Georgia End by 1:00
Activity One: In your own words, what is the meaning of?  Activity Two:  Go through the framework for your grade level and highlight any items that you have not been able to teach and/or you do not understand.   

14 When it comes to the Social Studies Practices,
Ice Breaker When it comes to the Social Studies Practices, I feel I am a… 4- I fully understand all of the SS Practices for my building. 3- I have experience with the SS Practices and understand how they can benefit students 2- I’ve seen them in the framework, but have not been intentional in understanding their use. 1- I have limited or no understanding or experience with the practices Write the number representing your level of understanding and place it on the chart paper 8:45- 8:50 LK

15 Social Studies Practices
Most Challenging? Most Important? Social Studies Practices Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Comparison and Contextualization Geographic Reasoning Economics and Economics Systems Civic Participation Looking at this list of the 6 practices PRE ASSESSMENT Step 1 – Which do you feel are the most challenging for your students? (1-6) Step 2 – Which do you feel are the most important? (1-6)

16 Inquiry Arc Dimension 1: Developing Questions and Planning Inquiries
Dimension 2: Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, and History) Dimension 3: Evaluating Sources and Using Evidence Dimension 4: Communicating Conclusions and Taking Informed Action Start by 1:00 Pat, Ben and Molly Activity One: Complete the what do you notice, what do you wonder chart.  (on handout) Activity Two:  (explanation below chart)  Activity Three: C3 Template  

17 Taking Informed Action
Walk through Engageny.org C3 Inquiries are models.  They were not built to be a comprehensive curriculum (do not include all practices, literacy skills, key ideas).  They are examples that support the C3 inquiry.  These are intended to be used as resources.  Taking Informed Action – this is a great opportunity to bring in those other literacy skills (writing, speaking and listening) Activity: Out of the 6 inquiries provided, click on one of the six inquiries.   Open it up and next to each of dimensions, write a description of what each of the dimensions are.  Be prepared to share out.   Taking Informed Action

18 When it comes to the Social Studies Practices,
I feel I am a… 4- I’ve implemented all of the SS Practices in my classroom 3- I have experience with the SS Practices an understand how it can benefit students 2- I’ve seen them in the framework, but have not been intentional in planning for their use. 1- I have no understanding or experience with the practices Write the number representing your level of understanding and place it on the chart paper

19 Kahoot Activity  Georgia  Cl

20 Resources: Book Online http://www.c3teachers.org/

21 Additional Resources Heritage Digital Collections Project - Community Libraries and Cultural Organizations  Digital Public Library of America – primary source sets National Park Service – Teaching with Historic Places - Lesson Plans, Primary Resources, etc. Rosen Learning Center – Spotlight Collection – Available in every district – Database Collection Spotlight on NY Spotlight on Ancient Civilizations Spotlight on American History

22 Other Resources Lori Krelie – lkrelie@gstboces.org
Georgia Weed-

23 So where do we look for support/ideas?
The last one is from last summer’s SIP Course


Download ppt "Lori Krelie Pat Horton Georgia Weed"

Similar presentations


Ads by Google