1. CCSS and Social Studies
Curricular Implications for Social Studies Based on the New York State Common Core K-8 Social Studies Framework
Matthew Schultz
Curriculum, Instruction and Assessment
Greece Central School District

2. What We Know
NYS Published a K-8 Common Core Social Studies Draft Curriculum
The draft curriculum integrates common core principles with social studies standards, themes and practices.
We can predict 9-12 curricular changes based on this document.

3. What We Know Key Components to the K-8 Curriculum:
NYS Learning Standards for Social Studies
K-12 Unifying Themes
K-12 Common Core Literacy Skills
K-12 Social Studies Practices
Grade level Key Ideas
Grade level Conceptual Understandings

4. What We Know – Social Studies
In social studies, there are standards, themes and practices provided by NYS that guide instruction.
Five NYS Social Studies Standards:
1) History of the United States and New York
2) World History
3) Geography
4) Economics
5) Civics, Citizenship and Government

5. What We Know – Social Studies
Ten Social Studies Themes:
Individual Development and Cultural Identity
Development, Movement, and Interaction of Cultures
Time, Continuity, and Change
Geography, Humans, and the Environment
Development and Transformation of Social Structures
Power, Authority, and Governance
Civic Ideals and Practices
Creation, Expansion, and Interaction of Economic Systems
Science, Technology, and Innovation
Global Connections and Exchange

6. What We Know – Social Studies
The New York State Common Core K-8 Social Studies Framework identifies five social studies practices:
Chronological Reasoning and Causation
Comparison and Contextualization
Geographic Reasoning (people, places, regions, interactions)
Gathering, Using, and Interpreting Evidence
The Role of the Individual in Social and Political Participation

7. What We Know – Common Core
Common Core uses anchor standards to guide literacy practices in reading and writing.
Four Reading Anchor Standards:
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity

8. What We Know – Common Core
Common Core uses anchor standards to guide literacy practices in reading and writing.
Four Writing Anchor Standards:
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing

9. What We Know – K-8 CCSS Social Studies Draft Curriculum
The social studies framework is broken into three major segments:
Vertical Articulation and Progressions of Literacy Skills and Practices, Grades 5-12 in CCSS Reading and Writing Anchor Standards.
Vertical Articulation and Progression of Social Studies Practices, Grades 5-12.
Key Ideas and Conceptual Understandings, Grades K-8

10. Vertical Articulation and Progressions of Literacy Skills and Practices, Grades 5-12 in CCSS Reading and Writing Anchor Standards.
Example in CCSS Reading:
Grades 5-8
Grades 9-10
Grades 11-12
Key Ideas and Details (First component of CCSS Reading Anchor Standard)
1. Cite specific textual evidence to support analysis of primary and secondary sources.
1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

11. Vertical Articulation and Progressions of Literacy Skills and Practices, Grades 5-12 in CCSS Reading and Writing Anchor Standards.
Example in CCSS Writing:
Grades 5-8
Grades 9-10
Grades 11-12
Production/Distribution of Writing (Third component of CCSS Writing Anchor Standard)
6. Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
6. Use technology, including the internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
6. Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

12. Vertical Articulation and Progression of Social Studies Practices, Grades 5-12.
Example in SS Practices:
Grades K-4
Grades 5-8
Grades 9-12
Chronological Reasoning and Causation (SS practice #1)
Explain how events are related chronologically to one another in time.
Identify the relationship between cause and effect.
Distinguish between long-term and immediate causes and effects.
Articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events.
Identify, analyze, and evaluate relationships between multiple causes and effects.
Distinguish between long-term and immediate causes and multiple effects (time, continuity and change).

13. Vertical Articulation and Progression of Social Studies Practices, Grades 5-12.
Second example in SS Practices:
Grades K-4
Grades 5-8
Grades 9-12
Gathering, Using and Interpreting Evidence (SS practice #4)
Form questions about the world in which we live.
Identify and explain authorship, point and view, purpose and format.
Identify arguments of others.
Define and frame questions about events and the world in which we live and use evidence to answer these questions.
Analyze evidence in terms of content, authorship, point of view, purpose, and format; identify bias.
Describe and analyze arguments of others.
Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counter-hypotheses.
Describe, analyze and evaluate arguments of others.

14. Key Ideas and Conceptual Understandings, Grades K-8
Example, Grade 4
Key Ideas
Conceptual Understandings
Theme(s)
Standard
Individual Development and Cultural Identity
K.1 – Children’s sense of self is shaped by experiences that are unique to them and their families, and by common experiences shared by a community or nation.
K.1a – A sense of self is developed through physical and cultural characteristics.
K.1b – Personal experiences share our sense of self and help us understand our likes, dislikes, talents, and skills.
K.1c – Unique family activities are important parts of an individual’s culture and sense of self. 1

15. Key Ideas and Conceptual Understandings, Grades K-8
Example, Grade 8
Key Ideas
Conceptual Understandings
Theme(s)
Standard
Industrial Society and Progressive Reforms ( )
8.2 New technologies and opportunities led a migration into claimed Western lands.
8.2a – Political, economic and technological opportunities increased settlement of the West after the Civil War.
8.2b – American settlers and the government continued the conflict with Native Americans over settlement of Western lands between
8.2c – Differing cultural, economic, and social systems affected the lives of settlers on the Western frontier.
8.2d - The Populist movement promoted interest of farmers.
Time, Continuity and Change
Development and Transformation of Social Structures
Geography, Humans, and the Environment
1, 3, 4

16. What to Anticipate in Grades 9-12
Patterns of Common Core State Standards in the NYS K-8 Social Studies Draft Curriculum:
Combine NYS Standards with Common Core Skills and Social Studies Practices
Increases in non-fiction reading
Use of argument, rather than persuasion, citing evidence from multiple texts and use of logic.
Integration of the four CCSS Anchor Standards (Reading, Writing, Speaking, Listening) rather than viewing them as isolated.
Compare, debate, argue and converse over texts.
Increase and differentiate the level of text complexity.

17. Shifts in Teaching Before CCSS With CCSS
The K-8 NYS Draft Curriculum encourages risk-taking in the classroom – by teachers. Here are some examples:
Before CCSS
With CCSS
Rote memory of content
Rich engagement into content
Assigning tasks for students
Creating learning for students
Teaching to students
Teaching with students
Teacher/Student relationship
Learner/Learner relationship
Give directions to students
Give opportunities to students
Pre-packaged lessons/units
Risk-taking in lessons/units

18. Works Cited/Resources
Engageny.org
Video on Common Core Implications in the Classroom by 2010 Teacher of the Year, Sarah Brown Wessling
New York State Common Core K-8 Social Studies Framework