Welcome to Social Studies Essential Standards Training

Presenters:Brooke Barham

Angela HarrisStacey Holden

Marie PattersonLora Ritter

Mindy TysonBeth Whitener

AgendaRationale for Social Studies InstructionOverview of Structural ChangesIntegration of Information and Technology

SkillsUnpacking the StandardsVertical Progression of ConceptsRevised Blooms Taxonomy

Norms

PLC Norms

Be RespectfulBe ResponsibleBe a Learner Cell phones offTake bathroom breaks as needed

How are we doing teaching Social Studies content?

Test your Social Studies IQ!!!

True or False??

Third grade is geography specific (has a specific focus on the geography strand?)

Third Grade

TRUE!!!!!!

Topics are taught in isolation.

Third Grade

FALSE!!!!!

Third grade students should be able to identify selected personalities associated with major holidays and cultural celebrations.

Third Grade

FALSE!!!!!

Third grade is responsible for teaching both absolute and relative locations.

Third Grade

TRUE!!!!!!

Students will learn how entrepreneurship affects a market economy.

Third Grade

TRUE!!!!!!

Plans are being developed for a new EOG in Social Studies.

FALSE!!!!!

The highest level of Revised Blooms is evaluate.

STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK

WIC ACRE Accountability and Curriculum Reform Effort in Response to A Framework For Change

Each standard uses multiple verbs from Revised Blooms Taxonomy.

False!One verb per standard!!!!!

Civics and Government is one of the 5 strands in the NC ES for Social Studies.

The Five Conceptual Strands

Time, Continuity & Change

Science, Technology & Society

Civic Ideals & Practices

Power, Authority & Governance

Production, Distribution & Consumption

Individuals, Groups & Institutions

People, Places & Environments

Culture

Individual Development & Identity

Global Connections

7/10/2011 • page 15

Civil War is an example of concept based teaching.

It depends!!!!!The Civil War is a topic,

civil war is a concept!

The Paradigm Shift

From Teaching

&

Learning Topically

http://www.supermanhomepage.com/multimedia/Wallpaper-Images2/phonebooth.jpg

To Teaching

&

Learning Conceptually

7/10/2011 • page 17

7/10/2011 • page 25 7/10/2011 • page 25

The Structure Of Knowledge

F A C T

CONCEPT

F A C T

PRINCIPLES & GENERALIZATIONS

F A C T

TOPIC

F A C T

F A C T

CONCEPT

F A C T

F A C T

7/10/2011 • page 25

Concepts ·Timeless ·Universal ·Transferable ·Abstract and broad

(to various degrees) ·Examples share common attributes

·Represented by 1-2 words

Concept vs. Topic?

• Find the bag of words on your table• Sort the words into 2 categories.

Major Changes in the NC SS Essential Standards

·Use of Revised Bloom’s Taxonomy

·Use of Strands

·Conceptual focus

7

Effective Social Studies Instruction• What does the

teacher do well?

• What could he have done better?

http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

8/4/2011 • page 22

Unpacking the Essential Standards:

The unpacking document... ·Identifies what a student must understand

(Conceptual Knowledge) ·Concepts and Generalizations

·Identifies what a student must know

(Factual Knowledge) ·Critical Content

·Identifies what a student must be able to do

(Procedural Knowledge) ·Skills Not every clarifying objective will have this.

Strands and Coding H–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy,

C&G–Civics and Government, and C–Culture

8/4/2011 • page 22

Geography and Environmental Literacy

Conceptual Knowledge

Factual Knowledge

Procedural Knowledge

Jigsaw by StrandHistory

Geography and Environmental LiteracyEconomics and Financial LiteracyCivics and Government

Cultures

Gallery Walk – 15 minute BreakAs you read each poster, use colored dots to

denote the following:Blue/Green Dot –Great Idea!Red/Yellow Dot – I need this too!

Vertical ProgressionHighlight new concepts as they are

introduced across the grades.

What are the implications if one grade level neglects this strand?

Reflect on your own teaching. How will you balance your teaching of each strand in the coming year?

Vertical ProgressionWhat are the implications if one grade level

neglects this strand?

Reflect on your own teaching. How will you balance your teaching of each strand in the coming year?

STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK

WIC ACRE Accountability and Curriculum Reform Effort in Response to A Framework For Change

42

Essential Standard3.H.1.2

Analyze the impact of contributions made by diverse historical figures in local communities and regions over time

44

.

Essential Standard3.G.1.1

Find absolute and relative locations of places within the local community and region

46

.

Essential Standard3.E.2.2

Give examples of entrepreneurship in various regions of our state

48

Essential Standard3.C&G.1.2

Describe the structure of local government and how it functions to serve citizens

50

Essential Standard3.C.1.2

Exemplify how various groups show artistic expression within the local and regional communities

52

Integrating Information and Technology Skills