Social Studies Standard Articulated by Grade Level

1
Social Studies Standard Articulated by Grade
Level

• Arizona Department of Education
• Public Forums - Videoconferences
• August 23 24, 2005

2
Social Studies Standard Articulation Project

• A collaborative effort of
• Social Studies Task Force
• Social Studies Articulation Committee
• Universities and Colleges
• Professional Organizations

3
Social Studies Committee Members Represent

• Geographic and ethnic diversity of the state
• Grades K 12, colleges and universities
• Rural and urban communities and school districts,
  including those on Indian Reservations
• Large and small school districts
• Charter schools
• Different levels of teaching experience

4
Participating Districts

• Amphitheater
• Benchmark Charter
• Bullhead City
• Cartwright
• Casa Grande
• Challenge Charter
• Chandler
• Chinle
• Chino Valley
• Cottonwood - Oak Creek
• Deer Valley
• Gilbert
• Glendale
• Kyrene
• Lake Havasu
• Maricopa County

• Mesa
• Miami
• Paradise Valley
• Peoria
• Prescott
• Sacaton
• Salt River
• Scottsdale
• Sierra Vista
• Tolleson
• Tuba City
• Tucson
• Washington
• Winslow
• Yuma

5
Statewide Representation

• Sierra Vista
• Phoenix
• Winslow
• Tucson
• Paradise Valley
• Cottonwood
• Casa Grande
• Prescott
• Scottsdale
• Mesa
• Peoria
• Mohave Valley
• Yuma
• Flagstaff

• Lake Havasu
• Buckeye
• Glendale
• Salt River Indian Community
• Chandler
• Chino Valley
• Tuba City
• Miami
• Gilbert
• Sacaton- Gila River Indian Community
• Chinle
• Tempe
• Tolleson

6
Universities and Colleges

• Arizona State University
• Arizona State University West
• Northern Arizona University
• University of Arizona
• Grand Canyon University
• Mesa Community College
• Scottsdale Community College

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Professional Organizations

• Arizona Council for the Social Studies
• Arizona Geographic Alliance
• Arizona Council for Economic Education
• Arizona Historical Society
• Arizona Civics Coalition
• Bill of Rights Institute
• National Council for the Social Studies
• Kids Voting, USA

8
Timeline of the Standard Project

• Spring 2004 Task Force decided on the need for
  articulation of the Social Studies Standard
• June 2004 Committee was formed following the
  established ADE procedures and began development
  of the Standard

9
Timeline - continued

• March 2005 Social Studies Standard Draft went
  through a Public Review Process
• April June 2005 Social Studies Standard
  writing committee reviewed comments from the
  public and external reviewers and revised the
  draft accordingly

10
Timeline - continued

• June 27, 2005 Revised draft submitted to the
  State Board for adoption
• Board requested
• additional clarification of K-3 content
• additional opportunities for public input
• a two-year period to transition from the
  current document to the new

11
Timeline - continued

• July - August 2005
• Committee members met and clarified primary
  content
• Additional revisions made to K -8 based on
  public, university and State Board input
• Newly-revised draft posted for public review
• Two-year transition plan developed

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Cross Curricular Connections

• K- 8 reference library (trade books)
• Aligned to Social Studies and Science standards
• Developed by teachers
• Already in progress will be accessible on the
  IDEAL website
• Correlation of K-6 reading programs to Social
  Studies and Science standards
• Planned trainings in curriculum mapping and cross
  curricular lesson planning

13
Timeline - continued

• August 31, 2005 -Committee will reconvene to
  review public feedback and revise document
  accordingly
• September 26, 2005 Revised draft will be
  presented to State Board for adoption

14
The Committees shared vision (the intent) of the
document

• Our students will be prepared to function as
  informed citizens of a democratic nation and a
  global community
• be knowledgeable of U.S. and world affairs to
  more effectively participate in an increasingly
  interdependent world.

15
Design

• Strands
• Five US History, World History, Civics,
  Geography, Economics
• Scope and Sequence
• K-3 introduces concepts
• 4-8 revisits concepts in more depth
• High School analyzes concepts in great depth

16
Considerations in Articulating by Grade Level

• Specificity
• How general/how detailed?
• How much/how little?

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Specificity

• Diverse Audience/Users
• How will we provide both inexperienced teachers
  new to the content, and veteran teachers with
  content expertise, a clear understanding of what
  is expected?

18
Specificity

• Consistency
• How will we ensure that content does not vary
  depending upon the school students attend or the
  instructional materials they use?

19
Specificity

• Clarity
• How will we clearly distinguish what knowledge,
  skills and abilities students need to know and be
  able to do at each grade level, particularly in
  measuring learning (assessment)?

20
Specificity

• Cohesiveness
• How will the content spiral through the grades to
  develop depth of understanding over time?

21
Scope and Sequence K-1

• Kindergarten History Strands introduce the
  concept of exploration as a means of discovery
  and a way of exchanging ideas, goods, and
  culture. Important presidents and symbols of our
  country are also introduced.
• First Grade History Strands introduce the concept
  that settlement enabled cultures and
  civilizations to develop in different places
  around the world, advancing their own and later
  civilizations. Exploration is revisited by
  introducing the impact of interaction between
  Native Americans and Europeans during the period
  of colonization.

22
Scope and Sequence - Grades 2-3

• Second Grade History Strands introduce how the
  United States became a nation. The impact of
  exploration is revisited through the introduction
  of western expansion of the New Nation. The
  development and contributions of cultures and
  civilizations are expanded into the continent of
  Asia.
• Third Grade History Strands introduce the reasons
  for and effects of exploration as a foundation
  for further study in fourth and fifth grades.
  The development of our nation from the Civil War
  through the early 20th century is introduced.
  The development and contributions of cultures and
  civilizations are expanded through the
  introduction of ancient Greece and Rome.

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Scope and Sequence - Grades 4 -5

• Fourth Grade History Strands emphasize the
  history of Arizona and the Southwest from its
  earliest civilizations to modern times. Early
  civilizations in Central and South America, as
  well as concurrent events in the Middle Ages
  which spurred exploration of the New World, are
  studied to provide a foundation for the study of
  the Southwest.
• Fifth Grade History Strands emphasize American
  history from the earliest Native American
  cultures through the Civil War. The issues of
  exploration and rebellion as they occurred
  throughout the world are also studied in more
  depth.

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Scope and Sequence - Grades 6 -8

• Sixth Grade History Strands emphasize World
  history from its earliest cultures through the
  Industrial Revolution, including the Industrial
  Revolution in the United States.
• Seventh Grade History Strands emphasize American
  history from the Civil War to World War II, the
  causes and effects of world wars, the concept of
  imperialism and its impact on world events.
• Eighth Grade History Strands emphasize the
  historical foundations and democratic principles
  that framed our Constitution and led to our form
  of democracy. Postwar events to the contemporary
  world are studied.

25
Revisions to the June Draft
26
K 8 Scope and Sequence Added

• A Scope and Sequence of the main concepts, the
  big ideas taught in the History Strands, has
  been added for clarity on page viii of the
  document.

27
July-August Revisions

• Rewording of Grades K-3 POs - per discussions
  with Early Childhood Specialists
• In the stem of the PO, emphasis was placed on the
  concept, the big idea, rather than an
  individual or an event.

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Example - Kindergarten

• PO 1. Identify Christopher Columbus as an
  early European explorer of North America.
• was changed to

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Example - Kindergarten

• PO 1. Recognize that explorers (e.g.,
  Columbus, Leif Ericson) traveled to places in the
  world that were new to them.
• The big idea is that explorers traveled
• to new places, not the identity of
• specific explorers.

30
Deletion of POs or bullets - rationale

• Grain size was inconsistent too small or too
  large
• Fragments POs that lacked connections to other
  POs in the Concept, Strand, or other Strands
• Skill required is not developed at this grade
  level

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Too large in grain size

• Example Sixth Grade
• PO 2. Describe the impact of innovations and
  inventions developed during the Industrial
  Revolution
• textile industry factory system, sewing
  machine, cotton gin
• manufacturing mass production of
  interchangeable parts and assembly lines
• steel industry
• transportation road improvements, steam power,
  railroad

32
Too large in grain size

• was changed to
• PO 2. Describe how innovations and
• inventions during the Industrial
• Revolution impacted industry,
• manufacturing, and transportation.

33
Lacked connections within Strand

• Example 2nd Grade
• Concept 7 Age of Imperialism
• PO 1. Recognize reasons (e.g., land, world
  power, resources) why England and Spain wanted to
  rule other countries (Africa, Americas).
• Deleted Does not connect with content in this
• or other Strands

34
Expected skill level

• Example - Kindergarten
• PO 1. Name days of the week and months of the
  year.
• Deleted -Skill required is not yet
• introduced/developed at this grade level
• does not align with Math Standard for
• Kindergarten

35
July-August Revisions Addition of POs -
rationale

• When a transition was needed to address
  identified gaps between concepts or POs
• When content required clarification
• When emphasis was needed on the big idea of
  the concept or strand

36
Smoother transition

• Example Second Grade
• PO 1. Recognize that American colonists and
  Native American groups lived in the area of the
  Thirteen Colonies which were ruled by England.
• New PO added for transition from Native Americans
  to colonization to American Revolution

37
Clarify content

• Example Kindergarten
• PO 2. Recognize that exploration resulted in
  the exchange of new ideas, culture, and goods
  (e.g., foods, animals, plants, artifacts).

38
Clarify content

• New PO added to clarify why students are
• learning that explorers traveled to places
• that were new to them (PO 1).
• PO 1. Recognize that explorers (e.g.,
  Columbus, Leif Ericson) traveled to places in the
  world that were new to them.

39
Emphasize the big idea

• Example Second Grade
• Describe how trade (e.g., Marco Polos travels
  to Asia) led to the exchange of goods (i.e.,
  spices, silk) and ideas.
• New PO added to emphasize the big idea of
• the Strand that civilizations developed and,
• through exploration and trade, shared
• knowledge and ideas.

40
July-August Revisions Change in wording of POs
-rationale

• To eliminate the perception that bullets or
• e.g.s are lists to be memorized
• To clarify the intent of the PO or Concept
• To make POs more manageable for
• students and teachers
• To combine POs with similar content

41
Bullets and e.g.s are not lists to be memorized

• Example - Third Grade
• Identify different levels of government (e.g.,
  local, tribal, county, state, and national).
• was changed to

42
Bullets and e.g.s are not lists to be memorized

• Recognize that there are different levels of
  government (e.g., local, tribal, county, state,
  and national).
• Students are not expected to memorize the
• Different levels of government, but to
• understand that there are different levels in
• our system of government.

43
Clarify the intent of the PO or Concept

• Example First Grade
• PO 1. Discuss the ancestors of the Native
  American as hunters and gatherers.
• PO 2. Identify prehistoric Native American
  cultures in the Southwest region of North America
  (e.g., Mogollon, Anasazi, Hohokam).

44
Clarify the intent of the PO or Concept

• The two POs were reworded and replaced by
• PO 1. Recognize that the development of farming
  allowed groups of people to settle in one place
  and develop into cultures / civilizations (i.e.,
  Anasazi, Hohokam, Moundbuilders, Aztec, Mayan).
• The intent of the Concept, showing the link
• between the ideas of the two original POs, was
• missing. It was restated and clarified in the
  new
• PO.

45
More manageable for students and teachers

• Example Third Grade
• PO 1. Describe the contributions made by the
  following people in American history and the
  continuous impacts they made on the Civil Rights
  movement in the United States (e.g., Susan B.
  Anthony, Eleanor Roosevelt, Mary McLeod Bethune,
  Jackie Robinson, Rosa Parks, Martin Luther King
  Jr., Malcolm X, Elizabeth Cady Stanton, César
  Chavez, Annie Wauneka).
• was changed to

46
More manageable for students and teachers

• PO 1. Recognize that individuals (e.g., Susan B.
  Anthony, Mary McLeod Bethune, Jackie Robinson,
  Rosa Parks, Martin Luther King Jr., César Chavez,
  Annie Wauneka) have supported the rights and
  freedoms of others.
• The objective for the students is restated to
• understand that individuals have supported
• the rights of others the list of examples
• suggested to the teacher are more
• manageable in the new PO.

47
Combining POs with similar content

• Example Fourth Grade
• PO 1. Describe the reasons for early Spanish
  exploration of Mexico and the Southwestern region
  of the United States.
• PO 2. Describe how the following Spanish
  explorers contributed to the development and
  settlement of the Southwest
• Cabeza de Vaca
• Estevan
• Fray Marcos de Niza
• Francisco Vásquez de Coronado

48
Combining POs with similar content

• were combined into one PO
• PO 1. Describe the reasons for early Spanish
  exploration of Mexico and the Southwestern region
  of the United States by
• Cabeza de Vaca
• Estevan
• Fray Marcos de Niza
• Francisco Vásques de Coronado

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Key Features of the Standard Document
50
Key Features of the Revised June Draft

• Revisions
• Concept Descriptors
• Use of i.e. and e.g.
• Integration
• Notes to the teacher
• Spiraling
• Integration
• Research Skills
• Contemporary U.S. and World

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Revisions - How to Read the Document

• Black text - Revisions made in response to the
  March public review for the June draft
• Blue strikeout text Performance Objectives in
  the June draft that were deleted or modified
• Red text New Performance Objective or new
  wording for an existing Performance Objective
  revised during July/August

52
Key Features of the Document Concept
Descriptors

• Concept Descriptors appear on pages 1 4 of the
  document
• Concept Descriptors present the big idea or
  key understanding that is to be taught through
  the Performance Objectives

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Key Features of the Document Use of i.e.

• i.e. specific items that must be included in
  the study of the topic
• Grade 8 Strand 3
  
• Concept 2 Structure of Government
• PO 5. Describe the line of succession
  to the
• presidency (i.e., 25th Amendment,
  through
• Cabinet members).

54
Key Features of the Document Use of e.g.

• e.g. suggestions for the teacher items from
  which they may choose an example the teacher may
  choose to use another example not included in the
  e.g.
• Grade 7 Strand 1
• Concept 7 Emergence of Modern U.S.
• PO 4. Identify the following groups
  contributions to
• the changing social and political
  structure of the
• United States
• c. industrialists (e.g., Andrew
  Carnegie, John D.
• Rockefeller)

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Key Features of the Document -Integration

• In grades 4 8, American and World History
  complement each other to offer students a picture
  of our countrys history in view of world events.

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Integration

• Geography, Economics and Civics are integrated
  within the context of American and World History
  as appropriate.

57
Integration

• Performance Objectives are not designed to be
  taught in isolation, but in clusters.

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Example The Industrial Revolution

• Grade 6
• Connections between Strands
• Strand 1- American History
• Strand 2- World History
• Strand 4- Geography
• Strand 5- Economics
• Twelve Performance Objectives can be addressed
  with this topic

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Example of Strand Integration

• Strand 1- American History
• Concept 7 Emergence of the Modern United States
  
• PO 3. Discuss how the Industrial Revolution in
  the United States was supported by multiple
  factors (e.g., geographic security, abundant
  natural resources, innovations in technology,
  available labor, global markets).
• PO 4. Determine the effect of the Industrial
  Revolution on the United States.
• PO 5. Discuss the relationship between
  immigration and industrialization.

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Strand Integration - Sixth Grade

• Strand 2- World History
• Concept 5 Encounters and Exchange
• PO 2. Describe how innovations and inventions
  during the Industrial Revolution impacted
  industry, manufacturing, and transportation.
• PO 3. Determine the effect of the Industrial
  Revolution on the Western World.

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Strand Integration - Sixth Grade

• Strand 4- Geography
• Concept 2 Places and Regions
• PO 2. Describe the factors that cause regions and
  places to change.
• Concept 4 Human Systems
• PO 4. Identify factors (e.g., river/coastal
  civilizations, trade, Industrial Revolution).
  that influence the location, distribution, and
  interrelationships of economic activities over
  time in different regions.

62
Strand Integration - Sixth Grade

• PO 6. Describe how changes in technology,
  transportation, communication, and resources
  affect the location of economic activities in
  places and world regions (e.g., Industrial
  Revolution, Imperialism).
• Concept 5 Environment and Society
• PO 1. Describe ways that human dependence on
  natural resources influences economic
  development, settlement, trade and migration.

63
Strand Integration - Sixth Grade

• Strand 5- Economics
• Concept 1 Foundations of Economics
  
• PO 5. Explain how trade promoted economic growth
  throughout world regions.
• Concept 2 Microeconomics
• PO 1. Describe how investment in human capital
  (e.g., education, job training, apprenticeships)
  leads to economic growth.
• PO 2. Describe how investment in physical
  capital (e.g., factories, machinery, and new
  technology) leads to economic growth.

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Key Features of the Document Notes to the Teacher

• Teacher instructions and notes are included in
  Grades K 6 to guide teachers
• in the spiraling of concepts through the grade
  levels
• in content integration across the Strands

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Notes to Teacher - Spiraling

• Example - Fifth Grade
• Concept 6 Civil War and Reconstruction
• (Note The Civil War was introduced in Grade
  3 and the Civil War in Arizona was taught in
  Grade 4.)

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Notes to Teacher - Integration

• Cross-references between Strand concepts is
  provided in Grades K 6
• Example Fifth Grade
• Strand 3 - Civics
• Concept 2
• PO 2. Describe how the Constitution is
• designed to limit central government
• (e.g., freedom from a controlling
• monarchy).
• Connect with
• Strand 1 Concept 3, 4

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Notes to Teacher - Integration
68
Notes to Teacher - Integration

• Correlation to other articulated standards is
  provided in Grades K - 6
• Example First Grade
• Strand 4 - Geography
• Concept 4
• PO 3. Describe how people earn a living
  in the community
• and the places they work.
• Connect with
• Reading Strand 2 Concept 2
• Strand 5 - Economics
• Concept 1
• PO 5. Recognize various forms of U.S.
  currency.
• Connect with
• Math Strand 1 Concept 1

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Notes to Teacher - Research Skills

• Concept 1 Research Skills for History
• These performance objectives are identical in
  Strands 1 and 2.
• They are intended to be taught in conjunction
  with appropriate American or World History
  content, when applicable.

70
Notes to Teacher Contemporary U.S. and World

• Strand 1
• Concept 10 Contemporary United States 1970s
  Present
• Strand 2
• Concept 9 Contemporary World

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Notes to Teacher Contemporary U.S. and World

• Both concepts explore current events and
• issues as they shape our nation and the
• global community in which we live.
• They are included at every grade level
• as a study of current events.

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In Summary

• Concepts are the focus of understanding
• performance objectives are the means to teach
  that concept

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In Summary

• Concepts are designed to be
• introduced in the primary grades so that students
  can gain awareness of the world
• developed in the intermediate grades so that
  students can expand what they know
• studied in depth in high school so that students
  can critically analyze the dynamic interaction of
  the five strands of the standard

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In Summary

• Specificity provides
• clarity
• consistency
• cohesiveness

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Public Review

• Visit the ADE website http//www.ade.state.az.us/
  for information on how to provide feedback on the
  Standard Draft

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Public Review - Feedback

• Survey
• Email AcadStandards_at_ade.az.gov
• FAX
• U.S. Mail
• Share comments tonight

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Thank you for joining us this evening.

• We appreciate your time and your interest in
• the Social Studies Standard.
• Marie Mancuso
• Deputy Associate Superintendent
• Carol C. Warren
• Education Program Specialist Social Studies