1. March 27, 2012 Download documents at: http://ssnces.ncdpi.wikispaces.net/homehttp://ssnces.ncdpi.wikispaces.net/home K-12 Social Studies Essential Standards Update

2. This update will consist of:  Preparing To Implement The New ES  SS PD and support from June 2011 to present  Social Studies Support Tools  Middle School Resources  Curriculum Updates  High School Honors Review  Social Studies Course Coding  FAQ Updates About K-12 Social Studies  World History pacing questions  AP/IB  AP Course Questions (i.e., AP Politics & Government, AP World History, AP Human Geography  Summer Institute Expectations  Theme: Connecting to Serve All  What Does It Mean To Be Literacy in the Social Studies? (Instruction)  Teaching Expectations For School Year 2012-2013  Announcements  Surveys: http://ssnces.ncdpi.wikispaces.net/homehttp://ssnces.ncdpi.wikispaces.net/home

3. Standards Student Achievement The Standards Essential Standards Crosswalks Unpacking Documents Webinars (3) Local Curricular Curriculum Framework Unit Development Unpacking RESA Training Aligning Assessments Other District Work Instructional Design Lesson Planning Developing Classroom Assessments

4. Organizing The Social Studies Standards Into Curriculum As Units Of Instruction Step 1: Start with the Essential Standards (unpack/deconstruct). Step 2: Create an outline of units you may teach for the entire year. (includes unit titles and conceptual lens) Step 3: Draft a brief summary describing each unit Step 4: Identify Clarifying Objectives that support each unit. Step 5: Create a Concept/Content web. Step 6: Write Generalizations/Understandings It’s A Process! Step 7: Write Guiding/Essential Questions to support each understanding/generalization. Step 8: Identify Critical Factual Content. Step 9: Identify Key Skills. Step 10: Align Assessments to know, skills, and understandings Step 11: Develop Learning Experiences Step 12: Identify Unit Resources and write any helpful Teacher Notes

5. UnitUnit Title Clarifying Objectives Conceptual Lens 1 2 3 4 5 6 7 8 Activity Grade level/Course: __________________

6. What happens when we only teach facts?

7. What happens when we teach conceptually?

8. Integration of Thinking (Erickson, 2007, p. 11) “When we can rise about the facts and see the patterns and connections between the facts and related concepts, principles, and generalizations and when we can understand the deeper, transferable significance of knowledge-then we can say our thinking is integrated at a conceptual level.” http://davidford-cartoons.com /

9. The Sixth Grade Shift The Roots of Modern Societies

10. Beginnings of Human Society to the Emergence of the First Global Age (1450) Focus: World Geography, History & Culture: Patterns of Continuity and Change  First formal look at a study of the world  Focus heavily on the discipline of geography (five themes)  Systematic look at the history and culture various civilizations, societies, and regions  Various factors that shaped the development of civilizations, societies and regions in the ancient world  Comparative study of world regions  Recognize and interpret the “lessons of social studies” – transferable ideas

11. Major concepts  Continuity and change (over time and in various civilizations, societies, and regions)  Conflict and cooperation  Compromise and negotiation  Migration and population distribution  Cultural expression/practices and diffusion  Human-environment interaction  Trade and economic decision-making  Societal organization (economic, political, and social systems)  Technology and innovation  Quality of life  Citizenship

12. Where to start? National World History Standards: http://nchs.ucla.edu/Standards/world-history-standards The periodization of the new Essential Standards for sixth grade social studies is based on the five eras identified by the National Standards for World History, Era 1: The Beginnings of Human Society Giving Shape to World History Era 2: Early Civilizations and the Emergence of Pastoral People, 4000-1000 BCE/BC Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE/BC-300 CE/AD Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE/AD Era 5: Intensified Hemispheric Interactions, 1000 – 1500 CE/AD

13. Sixth Grade Sample See Word Document – It’s A Work in Progress

14. The Seventh Grade Shift Global Connections

15. The Great Global Convergence (1450 - 1800) to the Present Focus: World Geography, History & Culture: Patterns of Continuity and Change  Expansion of knowledge, skills and understandings about the world from a more modern perspective  Focus heavily on the discipline of geography (five themes)  Systematic look at the history and culture of various world regions  Various factors that shaped the development of civilizations, societies and regions in the modern world  Comparative study of world regions  Recognize and interpret the “lessons of social studies” – transferable ideas  Focus on issues, solutions, and decision-making

16. Major concepts  Global interaction  Continuity and change (over time and in various modern societies and regions)  Conflict and cooperation (social, economic, military and political)  Economic Development/Systems (trade and economic decision-making)  Political Thought  Power and Authority  Compromise and negotiation  Migration and population distribution  Cultural expression/practices and diffusion  Values and Beliefs  Human-environment interaction  Societal organization (economic, political, and social systems)  Technology and innovation  Freedom, justice, and equality

17. Where to start? National World History Standards: http://nchs.ucla.edu/Standards/world-history-standards The periodization of the new Essential Standards for seventh grade social studies is based on the last five eras identified by the National Standards for World History,  Era 5: Intensified Hemispheric Interactions, 1000 – 1500 CE/AD  Era 6: The Emergency of the First Global Age, 1450 – 1770 CE/AD  Era 7: An Age of Revolutions, 1750 - 1914  Era 8: A Half-Century of Crisis and Achievement, 1900 – 1945 CE/AD  Era 9: The 20 th Century Since 1945: Promises and Paradoxes National Geographic Resources: Xpeditions Archives: http://www.nationalgeographic.com/xpeditions/http://www.nationalgeographic.com/xpeditions/ –Lesson Plans –Atlas Maps –Standards –Xpedition Hall (virtual museum) New Education Beta Site: http://education.nationalgeographic.com/?ar_a=1 http://education.nationalgeographic.com/?ar_a=1

18. The Seventh Grade Unit Example Unit focus: The Age of Exploration – Reasons and Impact Throughout the unit, students could explore the quest for trade, innovation, power, authority and wealth among European nations led to increased global interaction throughout the world. Included in this inquiry, could be the implications of these global interactions i.e. cultural diffusion (goods, religion, cultural practices, ideas, etc.), colonization, wealth, slave trading, etc. And, finally, how these global interaction specifically led to European exploration and inhabitation of the Americas. From a more modern perspective, students could study implications of global exploration today i.e. exploration for new natural resources, new source of labor, etc.

19. The Geographic Perspective http://education.nationalgeographic.com/education/multimedia/geographic-perspective/?ar_a=1

20. Your Questions… For Questions about Social Studies Curriculum & Instruction Fay Gore - fay.gore@dpi.nc.govfay.gore@dpi.nc.gov Michelle McLaughlin - michelle.mclaughlin@dpi.nc.govmichelle.mclaughlin@dpi.nc.gov For Questions on the Measures of Student Learning Jennifer Preston - jennifer.preston@dpi.nc.govjennifer.preston@dpi.nc.gov For Questions on Standardized Assessment Jim Kroening - jim.Kroening@dpi.nc.govjim.Kroening@dpi.nc.gov