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Welcome to Social Studies Essential Standards Training

Welcome to Social Studies Essential Standards Training. Presenters: Jodi Burkholder Christy Garner Kim Gillispie Laura Leonard. Agenda. Rationale for Social Studies Instruction Overview of Structural Changes Unpacking the Standards Vertical Progression of Concepts

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Welcome to Social Studies Essential Standards Training

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  1. Welcome to Social Studies Essential Standards Training Presenters: Jodi Burkholder Christy Garner Kim Gillispie Laura Leonard

  2. Agenda • Rationale for Social Studies Instruction • Overview of Structural Changes • Unpacking the Standards • Vertical Progression of Concepts • Revised Blooms Taxonomy • Integration of Information and Technology Skills

  3. Norms • Be Respectful • Be Responsible • Be a Learner • Cell phones off • Take bathroom breaks as needed

  4. How are we doing teaching Social Studies content?

  5. Test your Social Studies IQ!!! True or False??

  6. Fifth Grade 5th grade Essential Standards include WWI, WWII and modern day conflicts.

  7. FALSE!!!!!

  8. Fifth Grade 5th grade Essential Standards include the three branches of United States government.

  9. TRUE!!!!!!

  10. Fifth Grade 5th grade Essential Standards include developing a basic budget.

  11. TRUE!!!!!!

  12. Fifth Grade 5th grade Essential Standards include civil rights and social movements in US History.

  13. FALSE!!!!!

  14. Fifth Grade Fifth Grade Essential Standards include US, Canada and Mexico.

  15. FALSE!!!!!

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

  17. FALSE!!!!!

  18. The highest level of Revised Blooms is evaluate.

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

  20. Each standard uses multiple verbs from Revised Blooms Taxonomy.

  21. False! One verb per standard!!!!!

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

  23. 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

  24. Civil War is an example of concept based teaching.

  25. It depends!!!!! The Civil War is a topic, civil war is a concept!

  26. 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

  27. 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

  28. 7/10/2011 • page 25 Concepts • Timeless • Universal • Transferable • Abstract and broad (to various degrees) • Examples share common attributes • Represented by 1-2 words

  29. Concept vs. Topic? • Find the bag of words on your table • Sort the words into 2 categories.

  30. Major Changes in the NC SS Essential Standards 7

  31. 11 Fifth Grade- U.S. History • Canada and Mexico have been removed to provide a more in depth study of the United States 5th Grade U.S. Focus: • Pre-colonial through Reconstruction http://www.fotosearch.com/photos-images/usa-map.html

  32. 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.

  33. Strands and Coding H–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy, C&G–Civics and Government, and C–Culture

  34. 8/4/2011 • page 22 Geography and Environmental Literacy Conceptual Knowledge Factual Knowledge Procedural Knowledge

  35. Jigsaw by Strand

  36. Gallery Walk – 15 minute Break • As you read each poster, use colored dots to denote the following: • Blue/Green Dot –Great Idea! • Red/Yellow Dot – I need this too!

  37. Vertical Progression • Highlight 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?

  38. Vertical Progression • 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?

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

  40. Objective 5.C & G. 2. 1Understand the values and principles of a democratic republic

  41. .

  42. Integrating Information and Technology Skills

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