1. Michigan Citizenship Curriculum Collaborative: ISD’s Working Together for Social Studies

2. Understanding the Michigan Citizenship Collaborative Curriculum
Why was the project created?
What are the goals of MC3?
Help local school districts
Collaborate across the state
Pool resources and knowledge
Save time and money
Insure educational equity for Michigan students
The Michigan Citizenship Collaborative Curriculum was an idea born from several individuals who were involved in developing the social studies content expectations. These individuals were privy to the research and decision making involved in the development of the content expectations. Instead of using that knowledge to serve their own constituency, these individuals decided to come together to create a unified curriculum that would help level the playing field for all students in the state of Michigan.
The curriculum and its supplemental materials have attempted to solve two central problems with the social studies content expectations: (1) The variety in grain size throughout social studies – While some expectations describe a narrow skill or single concept, other expectations describe large sets of skills or an array of ideas; (2) The expectations in social studies vary greatly in importance or centrality to the discipline - While some expectations contain critically important concepts in a discipline, others are simply statements of a single fact from the discipline. The goal of the Michigan Citizenship Collaborative Curriculum is to help teachers make sense of the expectations while providing a researched-based approach to curriculum, instruction, and assessment that will improve student achievement.

3. What is Michigan Citizenship Collaborative Curriculum Project?
Provides curriculum, instructional strategies, and assessment tools
K-12 Educational Resource
Based on the Michigan Content Expectations
Builds learning progressions within and among the grades
Develops specific skills throughout the grades
Provides statewide professional development
Supports local and regional professional development
The goal of the Michigan Citizenship Collaborative Curriculum is to help teachers make sense of the expectations while providing a researched-based approach to curriculum, instruction, and assessment that will improve student achievement.
Unique features of this resource
Written specifically for Michigan students
Special attention on learning progression within and throughout the grades. What and how kids learned social studies knowledge in previous grades will affect how they make sense of new knowledge. This is taken into consideration throughout the materials. By doing this, we recognize that kids do not learn in isolation so each grade level curriculum and supporting materials should not be build in isolation.
EX: Use graphic organizers from elementary in high school (4th grade econ graphic; 5th grade road to revolution graphic; 4th civics in high school civics)
Social studies skills such as using evidence, writing – both narrative and argumentation; public speaking; using technology are developed throughout the grades with a more sophisticated application at subsequent grades. Provides instructional support for students to develop these skills. For example – they learn about what a thesis statement is, how to use evidence and what makes an evidentiary argument a different type of writing than a narrative. Students also develop a more sophisticated use of evidence throughout the grades. Typically, teachers ask for more pieces of evidence as students move from k to high school. In this curriculum we ask for qualitative not just quantitative differences seeking a more developed analyses as students mature.
Integration with other subject areas, most notably at K-5
Through this project, the collaborative has also provided professional development to support teachers’ use of the curriculum materials and as a mechanism for feedback on the effectiveness of the materials. We are currently posting videoclips on the website to support local and regional professional development.

4. Current Developing Partners
Genesee ISD
Ingham ISD
Macomb ISD
Oakland Schools
Ottawa Area ISD
Who is involved?
35 ISD/ESAs (the list of participating ISD/ESAs is on next slides)
6 universities are involved in at a various stages of development to ensure that students are college-ready.
The ISD/RESAs participating in the project are divided into the supporting partners and the developing partners.
A developing partner contributes staff time and/or funding to the effort of producing the curriculum materials.
Contributing Partners
Northern Michigan Learning Consortium

5. Developing Partner role
Provide ISD consultant time or money to project
Consultants write, edit or contract regional teacher-writers
Host network trainings
Participate in monthly update meetings
Agree not to sell any developed materials

6. Supporting Partners Mason-Lake-Oceana ISD Allegan ESA
Menominee County ISD
Monroe County ISD
Saginaw ISD
Shiawassee RESD
St. Clair County RESA
St. Joseph County ISD
Traverse Bay ISD
Van Buren ISD
Washtenaw ISD
Wayne RESA
Wexford-Missaukee ISD
Michigan Center for Civic Education
Michigan Council on Economic Education (MCEE)
Michigan Council for the Social Studies (MCSS)
Michigan Geographic Alliance (MGA)
Michigan Council for History Education
Allegan ESA
Bay-Arenac ISD
Berrien RESA
Calhoun ISD
Charlevoix-Emmet ISD,
Cheboygan-Otsego-Presque Isle ESD
Clare-Gladwin RESD
Clinton County RESA
Delta-Schoolcraft ISD
Eastern Upper Peninsula ISD
Gratiot Isabella RESD
Ionia ISD
Kalamazoo RESA
Kent ISD
Lapeer County ISD
Lenawee ISD
Lewis-Cass ISD
Livingston ESA
Marquette Alger RESA
A supporting partner agrees to use the Michigan Citizenship Collaborative Curriculum materials within their ISD and with the local districts they support.
Supporting partners agree to attend one meeting per year.
The categorization of ISD/RESA into developing and supporting status is flexible. Participating ISDs/RESAs may change status on the project annually. This allows for partners to contribute when they can and remain a part of the project when fiscal challenges prevent full participation.

7. Supporting Partner role
Agree to use material
Attend annual meeting
May contribute content or resources to the curriculum
Flexible and expanding role…NML example

8. Academic Partners Cornell University, Kheel Center
Grand Valley State University
History Department
Michigan State University
University of Michigan
School of Education History Education Projects, International Institute
Wayne State University
History Department, Center for the Study of Citizenship
Walsh College Economics Center
The Henry Ford
6 universities are involved in at a various stages of development to ensure that students are college-ready
The collaboration of ISDs and universities in social studies have saved considerable costs in providing high quality material to local districts.
Some of the roles that these universities
U of M – Editing World and US history
Wayne State
Worked with writers for US History
Incorporating technology for professional development and student course work
Consulting on High School Civics
Michigan State University – Working on Assessments (consulting, advising, providing professional development for writers and editing)
Cornell University – providing access to online resources for free
Grand Valley State – providing professional development in World History
Walsh College Economics Center – Advising/editing High School Economics

9. Academic Partner role Content editing Resources; online and print
Supporting Power Points
Writer training
Content background
Assessment development and support

10. Sequence of Study Sequence of Study Show them the scope and sequence
Walk through the thinking behind the scope and sequence
3rd and 4th grade issue: Both had Michigan history; Curriculum puts Michigan studies in 3rd grade for consistency and easy of resources; 4th grade is devoted to US with Michigan as basis for branching to US
6th and 7th grade issue: Many ways to do it. World history was our overriding concern for high school success so it was put in 7th grade for an entire semester. As a result, the country-by-country study has been replaced with a regional approach.
HS scope and sequence issues: State did not decide grade levels so the content expectations are all written for 11th graders.
Michigan Citizenship Collaborative Curriculum took a stand based on what is quality curriculum and what courses had the greatest cognitive demand. World history is the most challenging and the least worrisome if kids do not get to the 20th century before MME (20th century covered primarily in US history).

11. A Specific Example of K-8 Materials
Grade Level Overview
Video for 4th grade
Units of Study
Lessons
Supplemental Materials for Lessons
Videoclips for professional development (overview, unit, and for lessons)
We are now going to take you through a grade level down to the individual lesson level. This is the same structure you will find in grades K-8. First, here is an overview of 4th grade. This video is on the website (next slide)

12. Units of Study: 4th Grade sample
Unit 1: Foundations in Social Studies
Unit 2: The United States in Spatial Terms
Unit 3: Human Geography in the United States
Unit 4: Exploring Economics
Unit 5: Our Federal Government
Unit 6: Rights and Responsibilities of Citizenship
This is a list of the units of study for 4th grade. We are going to look at unit 1 and a lesson from that unit.

14. Graphic
Organizer

15. Unit Components Big Picture Graphic Graphic Organizer Unit Abstract
Focus Questions
Content Expectations
Key Concepts
Duration
Lesson Sequence
Assessment
Resources
Instructional Organization

16. Lessons for Unit 1 Lesson 1: Thinking Like a Historian
Lesson 2: Thinking Like a Geographer
Lesson 3: Thinking Like a Economist
Lesson 4: Thinking Like a Political Scientist
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Official name Michigan Citizenship Collaborative Curriculum
Who and Why
People who wanted to work collaborative to save resources and ensure quality
People involved in writing expectations
People involved with teachers on a daily basis
People who wanted to help the sate move forward with increasing quality of social studies teaching and learning
What
A quality curriculum which is aligned to the CEs and provides framework for developing assessments
When
Explain when units will be released; mention the editing process
history (a group of people who wanted to share the understanding of effective use of curriculum to improve instruction), etc.
Consider slide showing Marzano’s research from Classroom Instruction That Works
Explanation of Phase 1 and Phase 2
We have higher standards and new content in all disciplines
There are a lot of structural changes in the standards
The expectations are the core of the National Standards and NAEP Frameworks

17. Lesson Components Big Ideas Lesson Abstract
Content Expectations and Integrated Expectations
Key Concepts
Instructional Resources
Lesson Sequence (teaching content through instructional strategies)
Lesson Assessment
Go to video at the bottom of webpage to show unit overview video. This video talks through the components of a lesson and the supplemental materials.

18. What else is in the Supplemental Materials?
Handouts
Overheads
Reference Sheets
Answer Guides
Handout Unit 1, lesson 1 and Supps for the lesson. Give participants time to look at the materials and then answer any question they may have.

19. Unique Features in K-8
Integrated with ELA, Math, and Science where appropriate
Big Idea Cards, Word Cards, Lesson Graphic Organizers
Deliberate build on previous grades
Emphasis on Writing and Using Evidence
University-reviewed to ensure college preparedness

20. High School Differences
Instructional Organization document contains all the lessons for the unit
Supplemental Materials – one document for entire unit
Lessons are in narrative form
Supplemental materials indicate which lessons by the lesson number in the header.

21. Unique Features in High School
ACT Reading Prep embedded in US History and Geography; Civics and Government; and Economics
Freedom Tracking Notebook in US History
Citizenship Notebook / Wiki component
Online Public Issues Forum – in development
Emphasis on Writing and Using Evidence
University-reviewed to ensure college preparedness
Since world history was done first, our feedback indicates that teachers like having the supplemental materials. We will be adding this to the world history down the road (once all grades are done). We also will be adding ACT readings into the world history course.

22. Professional Development
Grade Level Networks
Online on demand video clips for regional and local professional development
Grade Level Networks
Explain 4th grade network last year – 100 teachers for 6 sessions, vetted materials and gave feedback. Will be doing this with 3rd grade this year.
Videotaped sessions from 4th grade were used to construct videoclips
This year training presenters so that we can v-tel with other ISDs/RESAs.
Again, sharing resources and presenter fees reduce costs
Online On Demand VideoClips
Allow other ISDs/RESAs or local districts to run professional development
Provides a way for teachers to refresh or learn about grade level, units and lessons on their own time.
Vision for Future –
Videoclips of teachers teaching lessons
Unit-based assessments
Examplars of student work

23. Overview of 4th Grade

24. Video of Teachers

25. Access
mi citizenship curriculum

26. Status Update K-2: Kindergarten: Unit 1 posted
Unit 2 in copy editing, Units 3-4 writing
1st grade: Unit 1 posted
Units 2-5 in writing
2nd grade: Unit 1 posted
Units 2-6 writing

27. Status Update 3-5 3rd grade: Unit 1 posted 4th grade: Complete
Unit 2 to be posted this month
4th grade: Complete
5th grade: Unit 1 posted
Lessons for Unit 2 in writing

28. Status Update: 6-8 6th grade: Units 1, and 2 posted
Unit 3 in writing; Unit 4 in copy editing
7th grade: Unit 1-4 posted
8th grade: Unit 1 and 2 in writing

29. Status Update: High School
9th USHG: Units 1-3 posted
Units 4 in university review
Units 5-8 in 2nd phase of content edits
Units 9-11 in content editing, phase 1
10th Civics: Units 1 and 2 posted
Units 3-5 in content editing, phase 1
10th Economics: Unit 1 posted
Units 2-3 in editing
Units 4-5 in writing
11th WHG: Units Completed
Unit 4 Era 6 (18th century-1914) assessment in editing

30. What’s ahead in
MAISA support that will allow for completion of units, lessons, and assessments
Presentations at State and National conferences
Expanded networks…from 1 to 7 using videoconferencing

31. What’s Ahead cont’d
Prototype assessments being developed and piloted for High School World History with the Michigan Assessment Consortium
Assessment development and piloting by Northern Michigan Learning Consortium for some grades