1. Rollout Training Social Studies
Dr. Bill Cranshaw
Social Studies Program Manager
Georgia Department of Education

2. Items of Interest Court of Appeals Oratorical Competition
VFW Scholarship competition
Bill of Rights Institute
Constitution Day material
LRE info
Looking to develop Law Honor society
APS magnet school, Law & Justice
The 9-12 smooth GPS are posted
8th grade new standard

3. Social Studies Web page
Developing web page
Access through the C&I page
Expect up in 4-6 weeks
Info
Quick access to georgiastandards
Calendar, training and other things
News, info, links
Contact info
What else would you like to see?

4. Agenda & Goal Agenda Goal Training overview of Year 1 Day 1 detail
Social Studies curriculum map template
Goal
Prepared for rollout training
Input on training
Discuss DOE requirements for DOE sample frameworks

5. Registration Registration procedures Open georgiastandards.org
System decision who does registration
Can be teacher, coordinator, principal, etc
For more than 3 per focus contact Marcia Mayo
Open georgiastandards.org
On home page top right, click training
Will take you to following page

6. Registration access

7. Select desired training

8. After selecting desired training screen
Will look the same. You must scroll down
To access the training locations
Click to
register

9. Training Overview: Year 1
Day 1 Curriculum Mapping
Curriculum familiarity/Rigor and Relevance
Developing unit overviews
Day 2 Unit building/Balanced Assessment
Morning, unit themes, EU’s &EQ’s
Afternoon, developing balanced assessment plan
Day 3 Performance Task development
Developing and writing performance tasks
Rubrics
Day 4 Instructional Strategies
Teaching for understanding
Rigor & Relevance

10. Training Specifics Two focus groups Training differences
World (Bill), 6,7,World History & Geography
US (Chris), 8, US History, Am Gov’t & Econ
Training differences
None
Information is the same in both
If you are doing training, only need to attend one session
Can attend twice
Only difference is examples and product

11. Training Specifics 8:30-3:30 Who attends?
Need to be there for entire time
Lunch & coffee on own
Who attends?
Recommended for each focus group
1 middle, 1 high
3rd your choice, admin, spec ed, coordinator
Best if can send same people for each day
Structure builds from day to day
Change participants loose continuity

12. Training Materials Books to be provided participants
How Students Learn History in the Classroom
Curriculum Standards in Social Studies (NCSS)
Social Studies and the World (NCSS)
A Link to the Past: Engaging Students in the Study of History (may be late) (NCSS)
Building a US History curriculum (NCHE)
Building a World History curriculum (NCHE)

13. Training Materials CD Paper copy ETTC Info on conducting redelivery
Annotated copy of PowerPoint
PowerPoint
Standards (K-12)
Paper copy
Annotated PowerPoint
ETTC
On-line training
Provide training for new teachers
Way to review, or conduct redelivery
Estimated cost $8.00/teacher for Days 1-4

14. Day 1 Training Knowledgeable of the Social Studies GPS
Explain of the ladder aspect of the Social Studies GPS
Familiar with Standards Based Educational Model
Explain relationship of conceptual teaching to GPS
Understand and be able to use the Social Studies Curriculum Map template
Grouping standards by themes/ideas (unit focus)
Unit connecting themes
Unit specific themes
Develop rough draft Curriculum Map

15. Day 1 Training Part I: Intro Part II: Overview of Social Studies GPS
Redelivery expectations
Standards Based Educational Plan
Part II: Overview of Social Studies GPS
Two activities
Exploring GPS
Vertical alignment
Discussion of difference between QCC & GPS

16. Day 1 Training Part III: Conceptual Teaching and Learning
Importance of
Relationship to learning
3 Principles of
Completes the morning session

17. Day 1 Training Part IV: Unit Design (all afternoon)
Discussion of unit composition and importance in Social Studies GPS
Overview of unit design template
Unit connecting themes
Unit specific themes
Major emphasis, develop a rough draft
Examples will be available

18. DESIGNING UNITS for SOCIAL STUDIES GPS
Developing the Curriculum Map

19. DOE requirements Framework Units Performance tasks
Complete year of instruction
Extremely detailed
Units
Complete be able to take off shelf and teach
Multiple for each topic/grade
Performance tasks
Multiple for each standard
Goal is performance tasks to be as real world related and as challenging as possible
Can be differentiated

20. Unit Design
A unit is the overall organizing component of the curriculum
Unit is identified by themes or concepts
More than one theme or concept in a standard
More than one standard in unit
Are no correct themes or concepts
Unit provides students with themes or concepts upon which to hang the knowledge and skills required by curricular objectives
Scaffolding
Schema theory
A unit is not a standard, a standard is not a unit

21. The Social Studies Unit Design Template
Stage 1: Course Planning Middle/High School: Curriculum Map— Grade/Course:
Standards:
Unit One focus:
UNIT CONNECTION THEME
Unit Specific Theme
UNIT CONNECTIONS THEME
Unit Two focus:
Unit Four focus:
UNIT CONNECTION 2 :
Unit Three focus:

22. Unit Connecting Themes
The key to Social Studies Performance Standards is the use of themes that provide connections between units.
Themes or broad concepts
Provides schema for students to organize knowledge.
Links previous knowledge with new knowledge.
Ideas that go beyond the standards
Provide connection between grade levels and domains
Examples
Migration/Movement
Time, Change, and Continuity

23. Unit Specific Themes Themes taken from the standards or elements
Topics related to that unit
Movement/Migration (unit connecting theme)
Territorial growth
Westward population growth
Transportation
Not a list of knowledge from the standards and elements
Movement
Northwest Ordinance
Louisiana Purchase

24. Step A: Course Planning Map—Grade/Course: US History (Block Schedule Pacing)
Standards: 1-5
Unit One focus:
Creation of our Nation
Movement
-Colonization
-Physical Migration
∙Free
∙Forced
-Importing of Intellectual Ideals
Social & Political Interactions
-Key Documents
-Colonial Governments
-National Governments
Conflict & Compromise
-European/Native American conflict
-Revolution
-Constitutional Process
Standards: 6-10, 11b
Unit Two focus:
A Divided Nation
-Territorial Growth
-Transportation
-National Identity
-Reconstruction
-Reform
-Changing Roles of the Branches of Government
-War
-Sectionalism vs. Nationalism
Trade, Industry, and Technology
-Industrial Revolution
-Agrarian vs. Industrial
Standards: 14-16a, c, d, 19-20
Unit Four focus:
World Power
-World Wars/Regional Conflicts
-Cold War
-Expansion of the Federal Government
-Changing Women’s Roles
-Reaction to Threats to Democracy
Trade, Industry, & Technology
-Development of the Media
-Demands on Industrial Productivity
-Technological Advancements
Cultural Variation
-Cultural Transitions and Developments
-Differing War-time -Views of Ethnic Groups
Globalization
-Post-War Policies
-International Relations
Standards: 11-14, 16b, 17-18
Unit Three focus:
Expansion and Reform
-Immigration
-Westward Migration
-Imperialism
-Western Conflicts
-Populist Movement
-Changing Role of Government
-Assimilation
-Reaction to Immigration
-Industrialization
-Economic Reform
-Causes and Effects of Great Depression

25. Step A: Course Planning Map—Grade/Course: World History
Standards:
SSWH 1,2,3,6a, 8
Unit One focus:
Rise of Civilizations in Mesopotamia, Africa India, China, and Meso-America
How civilizations develop
The need for societies
Common characteristics (what makes a civilization?)
Unique civilizations
Impact of influential individual
Characteristics of various cultures
Religious development and influence
Writing and language
Movement
Why trade developed
Consequences of trade
Power, authority, & governance
Development of government
Relationship of religion and political authority
SSWH 4,5,6b-d ,7, 12
Unit Two focus:
Empires & Kingdoms: Growth and expansion
Role of women
Diffusion of religious beliefs
Acculturation of religion, law, and the arts
Development and expansion of trade networks
Interaction among empires
Conflict and Compromise
Rise and fall of civilizations
Power, Authority, & Governance
Political diffusion among empires
Political, economic, and social structure of empires
SSWH 15-21
Unit Four focus:
The Interconnected World: transactions through globalization
Global effect of war on society
Industrialism and the supply of natural resources
Ethnic conflicts
Conflict & Compromise
Wars, conflicts and their global impacts
Treaties and their impact
Terrorism and its worldwide effects
Change, Continuity
Global and economic organizations and its connections
Global impact of Imperialism and Nationalism
Changing role of women in political and economic affairs
Consequences of Holocaust
Power, Authority & Governance
Influence of foreign domination
SSWH 9,10,11,13,14
Unit Three focus:
Emergence of Modern World through social, political and economic changes
Renaissance, reformation, humanism
Influential people
Impact of exploration and expansion
Influence of technological innovation
Consequences of revolutions and rebellions
Political and social changes
Contributions of artists and scientists
Enlightenment (questioning ideology)
Mercantilism

26. Stage 1: Course Planning: Unit Specific Plan/Map—Grade/Course:__________ Unit _
History
Economics:
Civics/Government
Geography
Elaborated Unit Focus:

27. Enduring Understandings and Essential Questions
ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS
Enduring Understanding
Essential Question

28. Enduring Understandings
Statements that explain, expand the unit connecting themes for students, parents, administrators.
Have lasting value beyond classroom
Central to discipline
Transferable to new situations
2-3 probably best per unit
Students will understand that movement/migration of people into an area has an impact on all facets of life, political, social, and economic.

29. Essential Questions Two types, broad and specific Broad Unit specific
Reflect important issues, problems, and debates in domain
Usually don’t have a single answer
Unit specific
Can be answered after a period of instruction
Usually have an answer

30. Stage 2: Determine Appropriate Assessments
Grade Level/Subject_________________ Unit One Focus:________________
Informal Observation
Dialogue and Discussion
Selected Response
Constructed Response
Self-Assessment
Sample Culminating Performance Task(s) For Unit ____
Task 1:
Differentiation, modifications and/or accommodations:
Map and Globe Skills:
Information Processing Skills:

31. Stage 3: Teaching Strategies: Sequence of Instructional Strategies
Sample Teacher activities
Sample student centered activities
Sample list of resources for this unit

32. Future plans Meetings after each training cycle Run 9:30am – noon
Oct 24 ’06
Jan 26 ‘07
Apr 24 ’07
Run 9:30am – noon
Review comments on previous training and overview of next training