1. Overview of the Revised Social Studies Curriculum Frameworks, Disciplinary Literacy (Lenses), C3 Framework & Inquiry Arc Social Studies K-12 Summer 2015

2. Agenda Summer 2015 Framework revisions (big shifts) Lenses of the Social Studies and disciplinary literacy C3 Framework and the Inquiry Arc (connections to CC Literacy) Lunch Inquiry in the Classroom – Break-out

3. Framework Revisions 2014

4. Locating the Documents

5. Select “C”

6. Select Curriculum Frameworks

7. Current & New Social Studies Frameworks

8. 1 pg. content outline; 2 pg. big shifts All Social Studies Frameworks PDF or Word

9. New Elements of the Framework and the Big Shifts

10. Grade Level Introductory Statements appear on all framework documents Practices

11. 13 content standards History in K-4 emphasizes historical thinking skills 4 strands

12. Watch for AR history icon in K-6

13. CC Alignment Student Learning Expectations C3 Framework Alignment Conceptual Organizer Grade level Strand & Content Standard Footer & Key

14. Thematic titles to guide revision H.O. & Act

16. Arkansas History Clarification Grades 7-12 One semester (stand alone not embedded ) Arkansas History must be taught in grades 7, 8, 9, 10, 11, OR 12. It is a district decision where to place that one-semester course. Two one-semester Arkansas History courses have been developed for use in either Grades 7-8 OR Grades 9-12.

17. Required Courses for Graduation 1 year World History 1 year United States History 1 semester Civics 1 semester Economics AP Courses – World & US History, ADE enhanced AP US Government & Politics will meet the graduation requirements for Smart Core Concurrent credit – second half of the survey courses align to graduation requirement in US and world history.

18. High School Elective Courses African American History United States Government Psychology Sociology World Geography The following one-semester social studies courses do not need ADE course approval, and must be taught as written.

19. Instructional Materials needs Due to legislation in 2013, ADE no longer has any roles in instructional materials (no review committees, no state adoption lists…) Arkansas Curriculum Services Association http://www.arcurriculumservices.com/ contains a list of publishing companies and their AR representatives. Call/email them. Tom Fendley is the association president; he is organizing or has organized a textbook caravan for social studies. Contact him for dates and locations.

20. What is Disciplinary Literacy? What is the teacher doing? (give examples) What are students doing? (give examples) Act

21. Social Studies Lenses Economics Civics and Government History Geography NC Department of Public Instruction

22. Why does this matter? Multiple content areas all require something different from students – how to read, question, and write in each subject – how to think about a topic from different perspectives (historic, geographic, economic, civic/political) Each discipline has unique literacy requirements

23. Historians Ask Whose knowledge is this? How are we connected to events and people of the past? What has changed? What has remained the same? What are facts? What are opinions? What perspectives are missing? What voices are silenced?

24. Geographers Ask Why does location matter? How does it matter? Where? Why there? Why do we care? How does the environment affect people's lives, and what changes do people make to their environment? How does geography affect history, economics, government, and the culture of people?

25. Economists Ask What economic choices will lead to a society with increased prosperity? Why do we have to make choices? What are the costs involved? What incentives do people face? How have past economic choices affected this? What began the negative slope? How did the nation regain economic momentum?

26. Political Scientists Ask How do people govern themselves? What does authority mean? Who has authority and why? How is this different from responsibility? What interests are being served by those in power? How do policies impact society? Even when you work to give everyone an equal voice, what can happen? Should people attempt to influence government and, if so, how can they do so in a democracy?

27. Break (15 minutes)

28. Further Connections The historian examines past modifications. The geographer maps out changes in the environment. The economist considers the financial impact of government efforts. The political scientist considers the legislation and public policy implications.

29. For Example, How bad was the recent “Great Recession”? Civically – How did government policies shape responses to the recession? Economically – What are the employment numbers and who was affected? How can markets respond? Geographically – Was everyone affected in the same way? Distribution of effects? Why? Historically – “Bad” as compared to what and to whom, when, how, and why? Act Bruce VanSledright, University of North Carolina, Charlotte; from presentation at SSACI Meeting Atlanta 2013

30. College, Career, & Civic Life C3 Framework for Social Studies State Standards Another document?

31. College, Career, & Civic Life C3 Framework for Social Studies State Standards The focus is not content; rather, it is the deep and enduring understandings, concepts, and skills of the disciplines (civics, economics, geography, history). There are no dates, names, places.

32. C3 Framework Sets forth learning expectations and an inquiry arc It provides guidance for enhancing the rigor of K-12 Civics, Economics, Geography, and History

33. How does the C3 Framework affect my classroom? C3 is – Student inquiry / Student centered – Skills are emphasized More work planning units/lessons = – More time for classroom facilitation – Deeper learning and understanding for students Act

34. Inquiry Arc Dimension 1 – Developing questions and planning inquiries Dimension 2 – Applying disciplinary concepts and tools (this dimension mirrors state standards) Dimension 3 – Evaluating sources and using evidence Dimension 4 - Communicating conclusions and taking informed action H.O. & Act

35. Putting it all in the classroom and making connections

36. Compelling ?s Are - Provocative Engaging Worth spending time on Criteria for good compelling questions Intellectually meaty Student / Kid friendly

37. Compelling ?s - Are grounded in curriculum - students may have limited knowledge/foundation in the beginning Address problems and issues found in and across the disciplines of the social studies Require students to – apply disciplinary concepts – construct arguments and interpretations Act

38. Compelling ?s Examples: Was the American Revolution revolutionary? Was the Civil Rights movement of the 1960’s a success? Why do we need rules? Was writing the Declaration of Independence an act of treason? Act

39. Compelling ?s Should be sustained throughout the inquiry so students keep returning to the question across the inquiry arc. anchor and finish the inquiry. help build students’ knowledge and understanding of a topic. Students ultimately communicate their conclusions. H.O.

40. U.S. History Module – Is Freedom Free? ACTIVITY: What do you notice about the relationship among supporting questions, the formative performance task, and the historical sources? What is the role of the supporting questions? Must the summative performance task be an essay, a formal piece of writing, an argument? What options could the teacher have chosen rather than to have students in Grade 8 write a historical argument essay to answer the question? Share responses. Act

41. Presenters / Facilitators Sue Geery – Norfork Laura Beth Arnold – LRSD Bennie Lard – Hope Lisa Lacefield – Valley View Vickie Yates – Virtual AR Lantha Garmrath – Paragould Lisa McGriff – Star City Sarah Pugh – Bentonville Don Porter – LRSD David Freligh – Forrest City Barry Watkins – Bay Margie Hunter – West Memphis Schula Holley – LRSD

42. If you have questions regarding social studies education please contact Maggie Herrick ADE Curriculum & Instruction 501-682-6584 margaret.herrick@arkansas.gov margaret.herrick@arkansas.gov

43. LUNCH Break – 1 hour Report to break-out rooms after lunch