1. Unpacking the NYS CC Aligned Social Studies Framework
Inquiry in a Social Studies Classroom

2. Learning Targets
Examine the Instructional Shifts, the Social Studies Framework, and Practices
Analyze the NYS Inquiries to uncover 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

3. Social Studies Framework
What do you see that is not on this rainbow that we went over
Themes – Hand this out - review (blue)
Handout Framework- Andy – Practices Page 4- 11, Literacy is page 13-14
Dawn- Practices , Literacy Skills are on page 13-14
Toms- Practices – Page 2-3, Literacy Skills are on page 5-8
Pick one practice and how do you see that across the grade levels, what might this look like in the classrooms.
Literacy – Pick a grade level and what would that look like in a SS classroom?
Bottom 2 are the framework

4. NYSED “Standards” Documents

5. 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
Handout sheets and review the titles – later we will be looking at these standards in the framework.
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.

6. Unifying Themes
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

7. 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

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
Shifts Reflection Sheet Pass out here.. Field Guide Doc

9. Course Content
LK-
9:05- 9:20

10. Course Content Key Ideas Conceptual Understandings
Content Specifications
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.

11. 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

12. 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

13. 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)

14. 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
Toolkit Inquiries’ alignment to the C3 Framework and the Inquiry Process

15. Taking Informed Action
Laurie Make
Taking Informed Action

16. 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

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

18. 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

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