1. TARGETED PROFESSIONAL DEVELOPMENT MEETING
New Direction for Social Studies in Ohio:
The 2010 Social Studies Academic Content Standards and 2011 Model Curriculum
Ohio Department of Education
Welcome to this Targeted Professional Development Meeting on the New Direction for Social Studies in Ohio. I am (give your name) and each of you should have a brought materials we will be using during this workshop. Let’s begin by introducing yourselves. (Next slide)

2. Introductions Introduce yourself by giving: Your name; Where you work;
Your responsibilities;
Please introduce yourselves. Provide us your name, where you work and your responsibilities.

3. Anticipation Guide
What do you already know about the PK-12 Academic Content Standards and Model Curricula for Social Studies?
(Distribute the Anticipation Guide) Please complete the left side of the Anticipation Guide. Put a T in the space if you think the statement is correct an F if you think it is incorrect. (Do not discuss the answers or collect these at this time. The participants will complete the other side following the presentation.)

4. Goals for this Presentation
Review the standard revision process
Become familiar with social studies tools
Show how the revised standards provide the basis for the Model Curricula
Understand the purposes and components of the Model Curriculum
Practice using the standards and Model Curriculum to create units and lessons for instruction
The Goals for this session are to:
Review the standard revision process
Become familiar with social studies tools
Show how the revised standards provide the basis for the Model Curriculum
Understand the purposes and components of the Model Curriculum
Practice using the standards and Model Curricula to create units and lessons for instructions

5. Revised Academic Content Standards Schedule
Amended Substitute House Bill 1 requires the State Board of Education to:
Adopt Academic Content Standards for social studies by June 2010; and
Adopt a Model Curriculum for social studies by March 2011.
The revision of the academic content standards was due to the passage of Amended Substitute House Bill 1 in 2009 which required the State Board of Education to adopt them by June 2010 and adopt a Model Curriculum by March 2011.

6. Goals for Social Studies Standards Revision
Identify the most essential concepts and skills.
Make them more user-friendly and manageable for teachers with greater depth of understanding for students.
Provide course syllabi for high school courses.
Provide clear progression of content from grade to grade
Address needs of students for the 21st century
The goals for the revision of the Social Studies standards were to:
identify the most essential concepts and skills.
make them more user-friendly and manageable – i.e., to pare down the content for in-depth instruction;
provide course syllabi for high school courses;
provide clear progression of content;
address the needs of students for the 21st century.

7. Goal 1: Identify the Most Essential Concepts and Skills
This was accomplished with input from many individuals and groups including:
Teacher discussion group;
An advisory committee representing Ohio social studies stakeholder groups;
A working group consisting of teachers, professors, and curriculum supervisors;
Focus groups;
National content experts; and
Online reviews by the public.
The first goal, to identify the most essential concepts and skills, was accomplished with input from many individuals and groups. These included a discussion group of teachers representing the diversity of Ohio’s school districts and regions of the state; an advisory committee representing Ohio social studies stakeholder groups; a working group consisting of teachers, professors, and curriculum supervisors; focus groups; national content experts; and online reviews by the public.

8. Goal 2: Greater Manageability and Greater Depth of Understanding
The seven standards in the 2002 document were condensed to four strands;
Content was reorganized to reduce the amount at each grade level.
The second goal was for the revised standards to be more manageable for teachers and provide greater depth of understanding for students. Consequently, the seven standards in the 2002 document were condensed to four strands. For example, the Government and Citizenship Rights and Responsibilities standards have been combined into one strand. Manageability was also achieved by reducing the amount that is to be taught at each grade level. As an example, under the 2002 standards grade six had 36 grade-level indicators, under the 2010 standards, grade six has only 16 content statements. These developments allow for teaching content in greater depth.

9. Crosswalk to 2002 Standards
The Crosswalk documents summarize the relationship between the 2002 and 2010 academic content standards. This information is provided to assist curriculum specialists and teachers in reviewing their current curriculum and instruction in preparation for the transition to revised standards.
Drilling down to the grade level indicators is not necessary right now, but rather a more generalized look at what the differences are and what topics will be presented at the different grade levels.
Background information:
While there are clear connections between both sets of standards, there are also clear differences. The structure and organization of the standards has been revised, including new terminology. It is important to keep in mind that these documents identify connections between content statements (2010) and benchmarks (2002), but these are not equivalent expressions and do not represent absolute alignment.
Because benchmarks and grade level indicators (2002) are not equivalent to content statements (2010), the alignment between the two is not perfect and should not be used to re-purpose curriculum and instructional materials for teaching of the 2010 standards.
Curricular planning should not be done with the crosswalk document alone; educators should also plan to use the model curricula available in the spring of The model curricula will include content elaborations and expectations for learning that further clarify the parameters of the content and expected cognitive levels.

10. New Social Studies Strands
In an effort to streamline the standards, the seven standards from the 2002 version have been collapsed into four strands.
The blue shaded areas on the left side of the diagram indicate the current standard structure and the four purple areas on the right side indicate the proposed strands. We go from seven standards to four strands. This chart also reflects the inclusion of skills into each strand.
The People in Societies standard has been incorporated in both the History and Geography Strands.
The Government and Citizenship Rights and Responsibilities standards have been combined into one strand.
Some of the skills in the previous Social Studies Skills and Methods standard are included in the strands and evident in the Model Curriculum.

11. Ohio’s Academic Content Standards: Social Studies
Strands:
History
Geography
Government
Economics
Skills:
Historical thinking
Spatial thinking
Civic participation
Economic decision making
Financial literacy
Each of the four strands includes a skills topic. Financial literacy is also included in economics as a skills topic (as per Ohio Revised Code requirement).

12. Revised Scope and Sequence
Pre-K
The Classroom Community
Kindergarten
A Child’s Place in Time and Space
Grade 1
Families Now and Long Ago, Near and Far
Grade 2
People Working Together
Grade 3
Communities: Past and Present, Near and Far
Grade 4
Ohio in the United States
Grade 5
Regions and People of the Western Hemisphere
Grade 6
Regions and People of the Eastern Hemisphere
Grade 7
World Studies from 750 BC to 1600 AD: Ancient Greece to the First Global Age
Grade 8
U.S. Studies from 1492 to 1877: Exploration through Reconstruction
The revisions in “Scope and Sequence” are reflected mainly in grades 4-6, with some changes to time periods in grades 7 and 8.

13. Social Studies Academic Content Standards Format
Themes
Grade
Descriptions
Here is a sample format of the standards for grades PK-8. This is for grade three.
(Click). First we see the Theme. For grade 3 it is Communities: Past and Present, Near and Far. (Click) Next is the Grade Description.
(Click) On the left side are the Strands. This one points to the Geography strand. (Click) The Topics are different aspects of content within a strand and are integrated within the four strands. (Click) The Skills are topics introduced at the beginning of each strand and progress from grade to grade.
(Click) Content Statements are essential knowledge to be learned at each grade level or within each high school course. Note that they do not begin with performance verbs.
Strands
Skills
Content Statements

14. High School Course Syllabi
Required for graduation (Ohio Revised Code)
American History
American Government
Electives
Modern World History
Economics and Financial Literacy
Contemporary World Issues
World Geography
The high school social studies syllabi contain a manageable number of topics per course with aligned content statements and could form the basis for end-of-course exams in a limited number of courses.
The Ohio Revised Code requires three units of social studies credit for graduation from high school, including one half unit of credit in American history and one half unit of credit in American government.
A World Geography course was added as a response to the public feedback.
The inclusion of particular courses in the revised standards is not meant to require that all of these be offered, or to limit the choice of additional courses which districts may choose to offer in their social studies programs. And, no decision has been made at this time connecting specific courses to end-of-course exams.

15. Goal 3: Create High School Course Syllabi
A third goal was to create course syllabi for high school courses as stipulated in Amended Substitute House Bill 1. Each high school syllabus, like this one for American History, contains a course theme and broad topics which are further clarified with content statements. The high school courses have a similar structure to the revised PK-8 grade levels. They spell out themes, topics and content statements.

16. Crosswalk Analysis Example
Topic: Government and the Economy 15
The federal government uses spending, and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits.
Grades 9-10: ECON B: Explain how the U.S. government provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.
Some new content
The focus is on the way federal government spending and tax (fiscal) policy is used to bring about change in the nation’s economic condition and identifying the costs and benefits of regulatory actions of government.
Grades 11-12, ECON D: Analyze the role of fiscal and regulatory policies in a mixed economy.
This example is for American Government Content Statement 15 under the Government and the Economy topic.
The crosswalk indicates that there is some new content. Looking at both benchmarks with their related gli’s as well as the content statement and its accompanying Content Elaborations and Expectations for Learning, one is able to draw conclusions about the change in focus and new content.

17. Using the Crosswalk Directions:
In a group, select a content statement and the related 2002 benchmarks to analyze.
Use the discussion questions to analyze the relationship and its possible impact on instruction and assessment.
Organize the participants into groups of 4-5 for elementary, middle and high school. Using the Crosswalk they brought, ask them to examine one content statement and the related 2002 benchmark(s). Tell them to answer and discuss the four questions in the handout.
Then, have them share their answers.
Ask them:
Is the Crosswalk a stand-alone tool for transition? If not, what else do you think is needed?
How will you use the Crosswalk tool in transitioning to the 2010 standards?
Have them share out.

18. Goal 4: Provide Clear Progression of Content from Grade to Grade
Grade Four, Content Statement 21:
The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.
Grade Eight, Content Statement 20:
The U.S. Constitution established a federal system of government, a representative democracy and a framework with separation of powers and checks and balances.
High School, American Government, Content Statement 5:
As the supreme law of the land, the U.S. Constitution incorporates basic principles which help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.
One of the goals of the standards revision project was to create a more clear progression from grade to grade. One of the tasks of the working group was to check for horizontal and vertical alignment. Vertical alignment includes a progression of a set of related content or skill objectives from one grade level to the next. For example, here is how the U.S. Constitution is introduced and progresses through two grades and in a high school course:
For grade four, content statement 21:
The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.
In grade eight, content statement 20:
The U.S. Constitution established a federal system of government, a representative democracy and a framework with separation of powers and checks and balances.
In the high school American Government course, content statement 5:
As the supreme law of the land, the U.S. Constitution incorporates basic principles which help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

19. Goal 5: Meet the Needs of Students for the 21st Century
The social studies academic content standards directly address the 21st- century themes of:
Civic literacy;
Financial and economic literacy; and
Global awareness.
The social studies standards directly address the 21st-century skills of civic literacy, financial and economic literacy and global awareness.
Links to other 21st-century skills such as problem solving, communication, media literacy and leadership are more fully developed in the model curriculum.

20. 21st Century Skills
This graph shows the connections between the 21st Century Skills and the learning.

21. 21st Century Skills Life and Career Skills Leadership & Responsibility
Productivity & Accountability
Flexibility & Adaptability
Initiative & Self-Direction
Social & Cross-Cultural Skills
Information, Media and Technology Skills
Information Literacy
Media Literacy
Information, Communications & Technology Literacy
Learning and Innovation Skills
Critical Thinking
Communication
Research
Problem Solving/Design
Collaboration
Meta-cognition
Creativity
Innovation
Our content specialists, in concert with educational leaders throughout the state, will help colleagues see and understand the presence of these skills in the standards and provide opportunities to note in the strategies and resources sections of the model curriculum how these skills can enhance teaching and learning in our state.
*Please note the items in RED indicate the latest revision of H.B. 153 which deleted those items. (5/4/11)

22. Creating Units for Instruction
Common Concern
How can we meet more than one content statement in a lesson or unit?
Many content statements are related; they can be clustered together and taught in conjunction with each other.
The Unit Organizer is an example of how some teachers and districts are organizing their planning.
Many teachers are concerned about being able to address more than one content statement during one lesson or multiple lessons. So many of the statements are related, that they can be easily clustered together and taught in conjunction with each other. Many content statements are related; they can be clustered together and taught in conjunction with each other. The Unit Organizer is an example of how some teachers and districts are organizing their planning.
The Unit Organizer is a tool that teachers and districts might use to organize their planning for instruction. .
Remember: When planning a unit containing more than one content statement, it is important to remember to include ALL of them in both the pre- and post-assessments.

23. Here is an example of a unit with connecting content statements
Here is an example of a unit with connecting content statements. This would be for a grade 8 U.S. Studies course. The unit is titled “The Colonies Move Toward Independence.” The unit has content statements from each of the four strands.

24. Creating Units for Instruction
Directions: Use the unit organizer chart to create a unit of study for a grade or high school course.
Use the standards document to identify related content statements.
Created a title for the unit
Share out.
Have the participants continue in their earlier groups. Provide them with the Unit Organizer and the standards document for a particular grade or high school course. Ask groups to select a recorder to create a version of the unit that can be shared and/or put up on the wall for viewing. (Use flip chart paper and attach around the room.)

25. Why a Model Curriculum?
…the state board shall adopt a model curriculum…The model curriculum shall be aligned with the standards, to ensure that the academic content and skills specified for each grade level are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor ORC (B)
The social studies model curriculum was adopted by the State Board of Education in March, Like the adoption of the standards, this action was taken to comply with the requirements of Amended Substitute House Bill 1 (2009).
The model curriculum incorporates the academic content standards and helps to meet the goals that were set by the Ohio General Assembly. The Ohio Department of Education worked with educators across the state to develop the model curriculum.
Developed through an intensive and thorough stakeholder process, the model curricula demonstrate in each grade level how the standards can be integrated into course planning, helping teachers align their lesson content with the expectations on the upcoming revised state assessments and providing them with web-based resources.

26. What is the Model Curriculum?
A web-based tool that:
Provides curricular and instructional guidance;
Informs assessment development; and
Includes instructional strategies and resources.
The Model Curriculum incorporates the academic content standards and helps to meet the goals set by the Ohio General Assembly. The Ohio Department of Education worked with educators across the state to develop the Model Curriculum.
(Click) It provides curricular and instructional guidance, (Click) informs assessment that will be completed at the local and statewide levels and (Click) provides instructional strategies and resources.

27. Search and Find
In your groups, use the Model Curriculum using and read the questions in the handout Search and Find.
Discuss and answer the questions.
Share out
In their same groups, have the participants to discuss and complete the Search and Find handout using the Model Curriculum for grades 4 or 6 or American History. Then, have the participants share what they found.

28. The Model Curriculum is available online. Go to www. education. ohio
The Model Curriculum is available online. Go to Click on “Academic Content Standards” under “Educators” at the bottom of the page.

29. Next, select here at the arrow.

30. Here is the ODE website for the Model Curriculum
Here is the ODE website for the Model Curriculum. Click here to access Social Studies.

31. Teachers can download and configure the Model Curriculum for the grade or high school course they need for planning.

32. Here is the Model Curriculum for Content Statement twelve for American History. Every content statement is aligned to a model curriculum document like the one shown in this slide. Now let’s review the components.
(Click) Here is the theme which is a descriptive narrative of this high school course. (Click) Next is the topic that describes the different aspects of content within the strand.
(Click) The Content Statement identifies what students should know.
(Click) Content Elaborations help clarify and/or amplify the content statements to help make them more easily understood and taught.
(Click) Expectations for Learning specify what students should know and be able to do. Content Statements, Content Elaborations and Expectations for Learning are what we refer to as “static” – that is, they will not change and will contribute to the development of assessments at the local and state-wide levels.
Now, let’s look at what we refer to as the “fluid” part of the Model Curriculum. These will periodically change with input from Ohio teachers.
(Click) Instructional Strategies,
(Click) Strategies for Diverse Learners and
(Click) Instructional Resources will provide guidance and support for local instructional and curricular design. This will include content-specific instructional ideas, suggestions for aligned resources, differentiated classroom ideas, and ways for students to demonstrate their learning. Although not yet developed for this content statement, Connections and Essential Questions will help teachers plan instruction around big ideas and to connect student learning within and across disciplines.

33. Creating Lessons
Directions: Use the unit organizer chart used to create units to create lessons and assessments.
Create the following:
Student assessment
Instructional strategy
Possible resources
Share out
Have the participants continue in the earlier small groups. Using the Unit Organizer (Document) with the units they created and the Model Curriculum(Document) for that grade or course, ask
them to create an assessment (performance-based) instructional strategy, and identify possible web-based resources. Again, have the groups select a recorder to create aversion of the unit that can be shared. (Use same flip chart paper and attach around the room.)

34. Standards Transition Timeline
Teacher Professional Development
Local Curriculum Revision
Test Development
State Board Adopts Standards
June 2010
State Board Adopts Model Curriculum
March 2011
Transition Complete
June 2014
This timeline traces the implementation of Ohio’s enhanced standards, model curriculum and assessments.
(Click) The State Board of Education adopted Ohio’s revised standards in science and social studies and the common core standards in mathematics and English language arts in June of 2010.
(Click) The State Board of Education is expected to adopt the model curriculum in March of 2011.
(Click) The transition to Ohio’s comprehensive educational system is expected to occur over a number of years – this will be a gradual process that includes professional development, curriculum revision and test development.
(Click) The transition to the new system is expected to be complete by June of 2014.
2010
2011
2012
2013
2014

35. Ohio’s Comprehensive Educational System
Model Curricula: March 2011
Aligned System of Assessments: 2014
Revised Academic Content Standards: June 2010
Ohio’s comprehensive educational system is the sum of three essential components.

36. This is the Social Studies landing page
This is the Social Studies landing page. Included is access to the Ohio Social Studies Signal Newsletter.

37. The Social Studies Signal
The Ohio Social Studies Signal newsletter provides timely information to social studies educators regarding important news from ODE, professional development opportunities and classroom resources.
The ODE social studies team sends the Signal out monthly through a list serve of teachers, curriculum coordinators, higher education educators and others is interested in the latest news on social studies in Ohio.

38. Social Studies Contacts
Dwight Groce (614) William Muthig (614)
Here are the ODE Social Studies Consultants and their contact information. It is also available in the ODE Social Studies webpage.

39. Post Assessment
What do you already know about the PK-12 Academic Content Standards and Model Curricula for Social Studies?
Ask the participants to complete the right side of the Anticipation Guide. If time, go over the answers.

40. Meeting Evaluation
You will receive a form for 2.5 contact hours.
Tell the participants:
We want you to provide us with an online evaluation of this meeting as a way to gather constructive, evaluative feedback. (Click) Go to:
(Click) After completing the survey, you will be able to download a form verifying your attendance for 2.5 contact hours which you can then submit to your district’s LPDC.

41. Thank You!