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Common Core and Essential Standards 2011 Regional Summer Institutes Day 2 K-5 Social Studies

Common Core and Essential Standards 2011 Regional Summer Institutes Day 2 K-5 Social Studies. A Process For Developing Local Curricula. Social Studies Essential Standards Common Core State Standards for Literacy in History/Social Studies Crosswalk Documents Unpacking Documents

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Common Core and Essential Standards 2011 Regional Summer Institutes Day 2 K-5 Social Studies

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  1. Common Core and Essential Standards 2011 Regional Summer Institutes Day 2 K-5 Social Studies

  2. A Process For Developing Local Curricula • Social Studies Essential Standards • Common Core State Standards for Literacy in History/Social Studies • Crosswalk Documents • Unpacking Documents • Learning Progressions • Academic Vocabularies • Graphic Organizers State Level Work Standards Student Achievement • Unpacking • Yearly Curriculum Option(s) • Curriculum Units • District Calendars • Grade Level Terminologies • USH1 • Etc. District Level Work • The District Level and School Level work may overlap. • This will depend on the organizational structure of the district and available resources. Please Note: W • Teacher Units • Lesson Plans • Rubrics • Activities • Teacher/classroom Materials/Resources School Level Work 7/13/2011 • page 2

  3. 5 Kindergarten – Fifth Grade • Addition of Personal Financial • Literacy • Addition of Environmental • Literacy (HR Bill 2054) • Integration of skills with • content • Increased focus on historical • thinking at K-2 http://www.fotosearch.com/photos-images/social-studies.html 7/13/2011 • page 4

  4. 5 Kindergarten- Citizenship and Responsibility “Learning how to inform civic action to more fully realize civic ideals is of major importance for the health of individuals, groups, the nation, and the world.” --National Council for the Social Studies 2009 Essential Standards Survey Government and active citizenship need to be more relevant in the early grades. http://www.fotosearch.com/photos-images/citizenship_2.html

  5. 5 First Grade-Culture & Diversity 6

  6. 9 9 Second Grade-Interdependence

  7. 9 Third Grade- Geography Partnership for 21st Century Skills and Geography Supports a strong focus on geography and geography skills in elementary grades 8

  8. 9 Fourth Grade- N.C. History • 2009 General Assembly • House Bill 1032 • Yearlong instruction on • N.C. History and • geography in the • elementary grades. • 4th Grade N.C. History: • Pre-colonial through • Reconstruction

  9. Fifth Grade- U.S. History • 5th Grade U.S. History: Pre-colonial through Reconstruction 1' Canada and Mexico have been removed to provide a more in depth study of the United States http://www.fotosearch.com/photos-images/usa-map.html 10

  10. The Instructional Toolkit • Priority One Tools: • – Crosswalks of 2006 & 2010 Standards • – Unpacked Content Documents • Priority Two Tools: • – Sample Graphic Organizers • – Sample Learning Progressions • Other Tools: • – Unpacking Documents for Electives • – Glossary of Essential Terminology • – Sample Units of Instruction • – Assessment Samples

  11. Crosswalk Documents 7/13/2011 • page 13

  12. Intended Use of Crosswalks • To identify gaps in content (where • something new may exist) • To identify existing resources that can • be repurposed • To identify professional development • needs based on new content areas • 7/13/2011 • page 14

  13. 2006 NC Standard Course of Study Essential Standard 2006 NC Standard Course of Study Essential Standard 2006 NC Standard Course of Study Essential Standard Essential Standard Clarifying Objective 2.G.1 Use geographic representations, terms and technology to process information from a spatial perspective. 2.G.1.1 Interpret maps of the school and community that contain symbols, legends and cardinal directions. 2.G.1.2 Interpret the meaning of symbols and the location of physical and human features on a map (cities, railroads, highways, countries, continents, oceans, etc.). Objective Comments Strand Geography and Environmental Literacy 5.05 Interpret maps, charts, and pictures of locations. 5.02 Describe the role of a geographer and apply geographic tools, such as maps, globes, compasses and photographs, in the understanding of locations and characteristics of places and regions. 5.03 Compare and contrast the physical features of communities and regions.

  14. 2006 NC Standard Course of Study Essential Standard 2006 NC Standard Course of Study Essential Standard 2010 Essential Standard Clarifying Objective Objective Comments 41.1 Und.erstand how a market econo nry impacts life in North. Carolina. 4.E.1.1 Understand the basic concepts of a market economy: supply: demand, scarcity, productivity: and entrepreneurship. 6.01Explain the relationthip between unlimited wants and limited resources. 6.02Analpe the choices and opportimity cost involved in ezonoluic decisions. 6.07Describe the ways North Carolina specializes in economic activity and the relationship between specialization and interdependence_ 4.E.1 .2 Undentand how -carcity and choice in a market economy impacts business decisions. (3'd grade) 5.02Explain the impact of scarcity on the production, distribution and consumption of goods and services_ 4.E.1 .3 Analyze the historical and contemporary role that major North Carolina industries have played in the state_ nation and world_ 4.E.1 .4 Explain the impact of entrepreneurship on the economy of North Carolina.

  15. Unpacking Documents 7/13/2011 • page 18

  16. 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

  17. History Essential Standard: 1.H.1 Understand that history tells a story of how people and events changed society over time. Concept(s): Change

  18. 7/13/2011 • page 22 7/13/2011 • page 21

  19. 7/13/2011 • page 22 CONCEPT CONCEPT For Example: 3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions, community, state, nation and world. “Essential Understanding” / Generalization / “Big Idea”: The student will understand that: The physical and human geography of a place contributes to the identity of a region, community, state, nation or the world. PRINCIPLES & GENERALIZATIONS Clarifying Objective: TOPIC

  20. 7/13/2011 • page 22 Activity: From Concepts to Generalizations PRINCIPLES & GENERALIZATIONS 4.H.1.3 Explain how people, events, and developments brought about changes to communities in various regions in North Carolina. TOPIC What are the concepts that you would teach from this standard? From the concepts, write a generalization or essential understanding. 23

  21. Unpacking Activity • Identify the concepts in the • essential standard and clarifying objective • Use the concepts to form generalized • statements of what students should • understand • Identify specific factual content that • students should know in order to reach an • understanding

  22. Clarifying Objectives Unpacking What does this standard mean a student will know, understand and be able to do? K.C&G.1.2 Explain why citizens obey rules in the classroom, school, home and neighborhood. The student will understand: The student will know: The student will be able to do: Essential Standard: K.C&G.1 Understand the roles of a citizen. Concept(s): Citizenship

  23. Clarifying Objectives Unpacking What does this standard mean a student will know, understand and be able to do? 3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community. The student will know: The student will be able to do: The student will understand: Essential Standard 3.C&G.2 Understand how citizens participate in their communities. Concept(s): Citizenship

  24. Look At How K.C&G.1.2 And 3.C&G.2.1 Have Been Unpacked 7/13/2011 • page 27

  25. Possibilities of Unit Development with Integrated Approach 7/13/2011 • page 29 http://www.jigsawplanet.com/?rc=play&pid=0e9011bef5ce

  26. 7/13/2011 • page 31 A Process For Developing Local Curricula • Social Studies Essential Standards • Common Core State Standards for Literacy in History/Social Studies • Crosswalk Documents • Unpacking Documents • Learning Progressions • Academic Vocabularies • Graphic Organizers State Level Work Standards Student Achievement • Unpacking • Yearly Curriculum Option(s) • Curriculum Units • District Calendars • Grade Level Terminologies • USH1 • Etc. District Level Work • The District Level and School Level Work May Overlap. • This will depend on the organizational Structure of the district and available resources. Please Note: W • Teacher Units • Lesson Plans • Rubrics • Activities • Teacher/classroom Materials/Resources School Level Work 7/13/2011 • page 30

  27. 7/13/2011 • page 31 Organizing Curriculum As Units Of Instruction Step 1: Start with the Essential Standards. Step 2: Create an outline of units you may teach for the entire year. Step 3: Deconstruct the Essential Standards and the Clarifying Objectives. Step 4: Create a Concept/Content web. Step 5: Write understandings/generalizations It’s A Process!

  28. 7/13/2011 • page 31 ORGANIZING CURRICULUM AS UNITS OF INSTRUCTION Step 1: Identify the state standards for the grade level or course for which you will develop curriculum N.C. HISTORY ESSENTIAL STANDARDS 7/13/2011 • page 32

  29. YEARLY PLAN OUTLINES Grade level/Course: 3 to 4 units for grades K-3 4 to 6 units for grades 4-6 5 to 8 units for grades 7-12 Step 2: Create an outline of units you may teach for the entire year.

  30. Unit Clarifying Objectives Major Concepts Unit Title Activity Grade level/Course: 8 7/13/2011 • page 34 1 2 3 4 5 6 7

  31. 7/13/2011 • page 36 SAMPLE YEARLY PLAN OUTLINES Grade level/Course: Third Grade Unit Unit Title Clarifying Objectives Concepts Needs and Wants, Scarcity, Supply and Demand, Citizenship, Community Roles Place, Region, Location, Movement, Physical Environment, Human Environment Interaction Citizenship, Rules of Law, Political System, Power Language, Culture, Ethnicity, Diversity, Values & Beliefs, Society, Religion, Continuity and Change 3.C.1.2 1 2 3 4

  32. 7/13/2011 • page 36 U Step 3: Deconstruct the standards to pinpoint the types of knowledge students are expected to learn {topics, concepts, and skills} as well as the intended cognitive process. STATE STANDARDS The Student will: Construct charts, graphs, and historical narratives to explain particular events or issues Construct (produce from scratch) VERB OBJECT (topics, concepts, & skills) • charts • graphs • historical narratives • causes and effects of events or issues through time Factual & Conceptual {terminology, details, & generalizations} Procedural {knowledge of techniques and methods} TYPE OF KNOWLEDGE

  33. 7/13/2011 • page 36 CRITICAL CONTENT/CONCEPT WEB CIVICS & GOVERNMENT GEOGRAPHY & ENVIRONMENTAL LITERACY CULTURE HISTORY ECONOMICS & FINANCIAL LITERACY OTHER SUBJECT AREAS

  34. SAMPLE Step 4 • Economics • Wants and needs • Supply and demand • Scarcity • Goods and services • Division of labor • Geography & Environmental Literacy • Location • Geography terminology • Guidance • Problem solving • Compromise • Collaboration • cooperation • Citizenship • Community roles • Civic leadership • Rules and laws • Character traits • Technology • Word processing • Communication • Internet • Calculators • Smartboards Unit Title HOW DO YOU MEET YOUR BASIC NEEDS Third Grade • Math • Number sense • Coordinate grids • Data collection 7/13/2011 • page 38 • Language Arts • Reading • Speaking • Writing • Research

  35. Culture Geography History Economics/ Personal Financial Literacy Civics and Government • Place • Region • Location • Movement • Human- • Environment • Interaction • Physical • Environment • Landforms • Water forms • Geographic • Patterns • Settlement • Patterns • Civilization • Migration • Religion • Language • Ethnicity • Society • Civilization • Culture • Diversity • Values & • Beliefs • Needs/Wants • Scarcity • Resources • Costs • Standard of • Living • Market • economy • Markets • Trade • Exchange • Supply and • Demand • Politics • Limited • Government • Citizenship • Rule of Law • Political Action • Political • System • National • Identity • Individual • Rights • Power • Freedom • Change • Continuity • Patterns • Conflict • Cooperation • Revolution • Leadership • Invasion • Conquest • Colonialism • War • National • Identity • Imperialism 39

  36. Diverse groups contribute to cultural, social, economic and political development of a nation. Cultural expressions can reveal the values, lifestyles, beliefs and struggles of diverse ethnic groups. History: Certain times and conditions can encourage the development of leadership in individuals. The rights of groups within a democratic society can change over time. Geography: Physical environment affects settlement patterns. Physical environment can determine the way that people meet basic needs like food and shelter. Government/Civics: Governments are structured to address the basic needs of the people. A nation’s founding documents reflect its principles. transfer Society Change Political System Competition Relationship Among Concepts that Culture Resources Technology Needs Conflict Competition Resources Enduring Understandings (Generalizations)Lessons of Social Studies, Statements of Thought Culture:

  37. 7/13/2011 • page 44 Remember: It’s A Process For Developing Local Curricula Standards Student Achievement State Level Work School Level Work District Level Work • Social Studies Essential Standards • Common Core State Standards for Literacy in History/Social Studies • Crosswalk Documents • Unpacking Documents • Learning Progressions • Academic Vocabularies • Graphic Organizers • Teacher Units • Unpacking • Yearly Curriculum Option(s) • Curriculum Units • District Calendars • Grade Level/Terminologies • USH1 • Lesson Plans • Rubrics • Activities • Teacher/classroom Materials/Resources Please Note: W • Etc. • The District Level and School Level Work May Overlap. • This will depend on the organizational Structure of the district and available resources. 7/13/2011 • page 41

  38. 7/13/2011 • page 44

  39. 7/13/2011 • page 44 Social Studies Consultants: Interim Section Chief K-12 Social Studies & Middle Grades Fay Gore fay.gore@dpi.nc.gov Elementary Jolene Ethridge Jolene.ethridge@dpi.nc.gov Middle Grades Jennifer Ricks Jennifer.ricks@dpi.nc.gov High School Dalton Edwards Dalton.edwards@dpi.nc.gov Michelle McLaughlin Michelle.mclaughlin@dpi.nc.gov Educator Recruitment and Development: Regional Professional Development Leads Frances Harris-Burke (Region 5) frances.harrisburke.dpi.nc.gov Gregory McKnight (Region 3) gregory.mcknight@dpi.nc.gov Instructional Technology: Instructional Technology Consultant Gail Holmes (Region 5) gail.holmes@dpi.nc.gov 7/13/2011 • page 43

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