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Preparing Students for the Demands of the CCSS Through History -Social Science

Preparing Students for the Demands of the CCSS Through History -Social Science. Presented by: Matt Hayes History-Social Science Coordinator San Diego County Office of Education mahayes@sdcoe.net. Was this your experience?.

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Preparing Students for the Demands of the CCSS Through History -Social Science

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  1. Preparing Students for the Demands of the CCSS Through History-Social Science Presented by: Matt Hayes History-Social Science Coordinator San Diego County Office of Education mahayes@sdcoe.net

  2. Was this your experience?

  3. How do we support high quality history-social science instruction in the classroom? Today’s Areas of Focus- • Teaching social studies in light of the Common Coreand its assessment • Model current practice in social studies assessment

  4. Why History-Social Science? • Civic participation and knowledge of the world around us • CCSS emphasis on informational text & opinion/argument writing • Disciplinary thinking skills and their “real world” applications

  5. Start at the End Smarter Balanced Assessments • Read the sample “constructed response” assessment items from Smarter Balanced (http://www.smarterbalanced.org/) • Jot down your thoughts and observations.

  6. Table Discussion • What are the instructional implications? • What is the message that educators/parents/students should receive? • What needs to be in place to support students/teachers in the classroom?

  7. CCSS & History-Social Science Appendix A An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid….In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation.

  8. CCSS & History-Social Science

  9. Content Area Literacy In chemistry textbooks, for example, language tends to be extremely precise with respect to things and events in the physical world, and students must learn to read those parts of the text with exactitude, taking care to note whether a reaction occurred at 31.9 degrees Fahrenheit or at 32.1, or whether a solution turned orange or yellow. However, students likely will have no reason to ask whether a particular experiment was conducted in New Hampshire or Georgia, or whether it happened to occur in 2001 or 2003.

  10. Content Area Literacy . . . historians tend to be more exacting readers than chemists when it comes to details that made an important difference in people’s lives and they tend to take special interest in the circumstances in which written documents were produced, particularly when reading primary source materials. Here, the context in which materials were written matters as much as the literal meaning of the text itself,and students need to know that it is crucial to take notice of who wrote the given document, under what circumstances, for whose eyes and ears, and to what ends. To fully comprehend the significance of a Civil War-era speech, for example, students must understand that it matters greatly whether it was composed in 1860 or 1862, or whether it was delivered by a senator from New Hampshire or one from Georgia. Rafael Heller and Cynthia Greenleaf

  11. The mob still increased and were more outrageous, striking their clubs one against another, and calling out, “come on you rascals, you bloody backs, you lobster scoundrels, fire if you dare…we know you dare not.” At this time I was between the soldiers and the mob trying with all of my power to persuade them to leave peaceably. They advanced to the points of the soldiers’ bayonets and seemed to be moving closer to the soldiers. Capt. John Preston

  12. Model Lesson

  13. Model Lesson Photo Analysis • Observe:Stay focused on the details. What do you see? • Reflect: What is happening in this photograph? • Question: What questions do you have about the photograph?

  14. Model Lesson Compelling Question: Why did nearly 300,000 people leave their homes in the Southern Great Plains area to move to California between 1935 and 1939?

  15. Model Lesson Build Essential Background Knowledge • Basic facts • Location of the Great Plains • Push/Pull Factors • Etc. Shift fromwhat do I want my students to know and what should they do to know it towhat to I want my student to do and what to they need to know to do it.

  16. Interview with Flora Robertson

  17. Table Discussion Thinking back to the constructed response question we discussed… • How would this lesson help students prepare for an assessment that included items such as that? • What else could be included in a lesson such as this to help prepare students for the assessment? Generally speaking… • What are the instructional implications? • What needs to be in place to support students/teachers in the classroom?

  18. Social Studies & Assessment Sample classroom assessment: • Open ended • Multiple sources • Inquiry based • Built in supports

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