Welcome to Social Studies Essential Standards Training

1
Welcome to Social Studies Essential Standards
Training

• Presenters
• Sharon Clark-Liberty
• Holli Dalke-Seagrove
• Laura Hurley-Farmer
• Brandi Johnson-Farmer
• Sarah Surratt-Level Cross

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Norms

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

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How are we doing teaching Social Studies content?
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Test your Social Studies IQ!!! True or False??
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Kindergarteners will explore goods and services
provided in communities.
Kindergarten
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False!
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Kindergarteners will use globes and maps to
locate land and water.
Kindergarten
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TRUE!!!!!!
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Positional words are a clarifying objective in
the essential standards for Kindergarten Social
Studies.
Kindergarten
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True!
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Kindergarten has a NC ES Social Studies objective
that deals with the teaching of holidays.
Kindergarten
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FALSE!!!!!
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Plans are being developed for a new EOG in Social
Studies.
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FALSE!!!!!
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The highest level of Revised Blooms is evaluate.
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• STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S
  TAXONOMY
• FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK

WIC ACRE Accountability and Curriculum Reform Effort in Response to A Framework For Change

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Each standard uses multiple verbs from Revised
Bloom's Taxonomy.
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False! One verb per standard!!!!!
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Civics and Government is one of the 5 strands in
the NC ES for Social Studies.
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• The Five Conceptual Strands

• Time, Continuity Change

• Individuals, Groups Institutions

• Science, Technology Society

• People,
• Places Environments

• Civic Ideals Practices

• Culture

• Power, Authority Governance

• Individual Development Identity

• Production, Distribution Consumption

• Global
• Connections

• 7/10/2011 page 15

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Civil War is an example of concept based teaching.
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It depends!!!!! The Civil War is a topic, civil
war is a concept!
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• The Paradigm Shift

• From
• Teaching
• Learning
• Topically

• To
• Teaching
• Learning
• Conceptually

• http//www.supermanhomepage.com/multimedia/Wallpap
  er-Images2/phonebooth.jpg

• 7/10/2011 page 17

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• The Structure Of Knowledge

• PRINCIPLES
• GENERALIZATIONS

• CONCEPT

• CONCEPT

• TOPIC

• F A C T

• F A C T

• F A C T

• F A C T

• F A C T

• F A C T

• F A C T

• 7/10/2011 page 25

• 7/10/2011 page 25

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• Concepts

• Timeless
• Universal
• Transferable
• Abstract and broad (to
• various degrees)
• Examples share
• common attributes
• Represented by 1-2
• words

• 7/10/2011 page 25

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• Concept vs. Topic?

• Find the bag of words on your table
• Sort the words into 2 categories.

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• Major Changes in the NC SS Essential Standards

Use of Revised Blooms Taxonomy Use of Strands Conceptual focus

• 7

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Effective Social Studies Instruction What does the teacher do well? What could he have done better? http//cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

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Integrating Information and Technology Skills

• Nan York

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• 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.

• 8/4/2011 page 22

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• Strands and Coding

• HHistory, GGeography and Environmental
  Literacy, EEconomics and Financial Literacy,
• CGCivics and Government, and CCulture

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• Geography and Environmental Literacy

Conceptual Knowledge
Factual Knowledge
Procedural Knowledge

• 8/4/2011 page 22

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Jigsaw by Strand
History
Geography and Environmental Literacy
Economics and Financial Literacy
Civics and Government
Cultures
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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!

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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?

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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?

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

WIC ACRE Accountability and Curriculum Reform Effort in Response to A Framework For Change

40
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