S i l S di C i l Social Studies Curriculum Review Year 3Review Year 3

The Lexington Public Schools K-12gLexington School Committee

May 13, 2014

Overview of Presentation

Curriculum Review CommitteeS f S t f th S i l St diSources of Support for the Social StudiesCurriculum Review GoalsMission StatementResearch FindingsgVertical and Horizontal Alignment

K-12 Skill Goals Enduring Content QuestionsC3 FrameworkC3 Framework

District & Summary Level Reports Elementary SchoolsMiddle Schools Lexington High School

Next Steps

Year Three Social Studies Year Three Social Studies Curriculum Review Committee

Sources of Support

K-12 Review

SOCIAL S h l Di i SOCIAL STUDIES

School Based Focus

District Goals

Community Supportpp

Curriculum Review Goals

① Promote and ensure vertical and horizontal alignment of ① Promote and ensure vertical and horizontal alignment of district curriculum

② K h i l i h h l l d ② Keep the curriculum current with the local, state, and national standards while maintaining a distinct identity

③ Identify a professional learning program reflective of the Lexington Public Schools curriculum

④ Analyze data to gauge the efficacy of the curriculum, assessment practices, and professional learning initiatives

Key Points from our Mission Statement

Understand the major events and trends in these domains that have shaped the modern world

Connect the past with the present and gain insights Connect the past with the present and gain insights

Use a wide variety of technologies and emphasize the importance of gathering, analyzing and evaluating evidence and information

Discover their own authentic voice, learn to think independently, work collaboratively, and communicate th i id ff ti ltheir ideas effectively

Research Findings

Critical & Creative Higher Order ThinkingCreative

ThinkingHigher Order Thinking

A l iContent SkillsAnalysis

Real World E l

Content Skills

Examples

Inquiry

Problem Solving

K-12 Social Studies Skill Goals

Social Studies Skills GoalsOrganization of Time Organize historical ideas and events into periods, sequences,

patterns, chronologiesUnderstanding Perspectives Identify and interpret perspectives through multiple lenses

Empathize with other peopleEmpathize with other peopleCommunication Choose appropriate medium of communication for audience

and purpose Effectively organize and communicate information in a

variety of mediavariety of mediaUse Visualization Tools Analyze data using visualization tools such as maps,

diagrams, charts, tables, and graphs Use data to create visualization tools and apply them to new

contextscontextsProblem Solving Identify a problem and use information to offer a solution

Make an informed decisionRelevance Connect information with self, local, national, and global

communitiescommunities Reflect and apply learning to life

Social Studies K-12 Enduring Content Questionsg Q

Social Studies Content & C t

Enduring Questions:Concepts:

CivicsCivic Responsibility

What makes a good citizen locally, nationally, p y

CitizenshipPower of IndividualCollective vs. Individual

y, y,and globally?

How can one person make a difference locally,

good nationally, or globally?

Government and PoliticsLaw

How do political systems function?Law

LeadershipChange of PowerPolitical Systems

function? How do different political

structures develop and interact with individuals, y

Role of Government society, and each other?

C3 Framework

ACTIVE AND RESPONSIBLE CITIZENS identify and analyze CITIZENS identify and analyze public problems; deliberate with other people about how to d fi d dd i t k define and address issues; take constructive, collaborative action; reflect on their actions; create and sustain groups; and influence institutions both large and small. (p. 19)and small. (p. 19)

Four Dimensions of C3 Framework

Dimension 1: Developing Questions and Planning Inquiriesq

Subsections

1. Constructing compelling questions

2. Constructing supporting questions

3. Determining helpful sources

Dimension 1: Constructing Compelling Questions: Identify disciplinary concepts and ideas associated with a compelling question that is open to different interpretationsinterpretations

BY THE END OF BY THE END OF BY THE END OF BY THE END OFBY THE END OF GRADE 2

BY THE END OF GRADE 5

BY THE END OF GRADE 8

BY THE END OF GRADE 12

INDIVIDUALLY AND WITH OTHERS, STUDENTS CONSTRUCT COMPLELLING QUESTIONS, AND…

D1.1.K-2. Explain why the compelling

D1.1.3-5. Explain why compelling

D1.1.6-8. Explain how a question

D1.1.9-12. Explain how a questionwhy the compelling

question is important to the student.

why compelling questions are important to others (e.g., peers, adults).

how a question represents key ideas in the field.

how a question reflects an enduring issue in the field.

D1.2.K-2. Identify disciplinary ideas

D1.2.3-5. Identify disciplinary concepts

D1.2.6-8. Explain points of agreement

D1.2.9-12. Explain points of agreement p y

associated with a compelling question.

p y pand ideas associated with the compelling question that are open to different interpretations.

p gexperts have about interpretations and applications of disciplinary concepts and ideas associated

i h lli

p gand disagreement experts have about interpretations and applications of disciplinary concepts

d id i dwith a compelling question.

and ideas associated with a compelling question.

D1.2.3-5 Constructing Compelling Questions: Identify disciplinary concepts and ideas associated with a compelling question that is open to different interpretationsdifferent interpretations

•Why did they trade?

•What are in the ships?What are in the ships?

•What did they trade?

•When did this take place?

•What is the triangle trade?

•Who organized the triangle trade?

•How many miles long was the trade?

•Why is the map called the triangle trade?

•How long does it take to complete the trip?•How long does it take to complete the trip?

•Why are the arrows pointing to specific places?

•Why does Africa look different on that map than on the map today?

•Did they use the triangle trade for anything else other than trading?

Dimension 1: Determining Helpful Sources: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sourcespotential uses of the sources.

BY THE END OF GRADE 2

BY THE END OF GRADE 5

BY THE END OF GRADE 8

BY THE END OF GRADE 12

INDIVIDUALLY AND WITH OTHERS, STUDENTS…

D1.5.K-2 Determine the kinds of sources that will be helpful in answering compelling and supporting questions

D1.5.3-5. Determine the kinds of sources that will be helpful in answering compelling and supporting questions taking into

D1.5.6-8. Determine the kinds of sources that will be helpful in answering compelling and supporting questions taking into

D1.5.9-12. Determine the kinds of sources that will be helpful in answering compelling and supporting questions taking intoquestions. questions, taking into

consideration the different opinions people have about how to answer the questions.

questions, taking into consideration multiple points of views represented in the sources.

questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and q ,the potential uses of the sources.

D1.5.6-8 Determining Helpful Sources: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources, and the types of sources available.

D1.5.9-12 Determining Helpful Sources: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources the types of sources available, and the potential uses of the p yp , psources.

Students in a 9th Grade World History class using iPads to organize f hsources for a research paper .

Elementary Schools Summary

C i l d I t ti Curriculum and Instruction

Professional LearningGlobal

Collaboration

Country

State

Town or City

School

Family

Elementary Schools Summary

Curriculum and Instruction

Professional Learning

Collaboration

Middle Schools Summary

Curriculum and Instruction Professional Learning Professional LearningCollaboration

Lexington High School Summary

Curriculum and Instruction

Professional Learning Professional Learning

Collaboration

Lexington High School Summary

Curriculum and InstructionCurriculum and Instruction

Professional Learning

Collaboration

Next Steps

Develop curriculum using Atlas Rubicon

Continue to align curriculum with the Social Studies K-12 Enduring Content Questions and Skill Goals, Common Core, and C3 Framework

Continue to assess the needs for targeted profession learningContinue to assess the needs for targeted profession learning

Develop and refine common assessments

Develop protocols for examining student work in PLCs

Continue textbook pilots at the middle school

Continue the implementation of the research process in the seventh and eighth grades

A li t f th l ti t th hi h h lAssess alignment of the elective program at the high school