Content Expectations for High School Teachers

1
Content Expectations for High School Teachers

• Karen R Todorov
• Susan Codere Kelly
• Michigan Department of Education

2
Writing Team Leaders

• Bob Bain, University of Michigan
• Stan Masters, Lenawee ISD

3
Writing Social Studies StandardsThe Challenges

• Integrating separate disciplines
• Representing both disciplinary thinking and
  substance
• Providing an effective K-12 scope and sequence
• Managing
• Rigor v. Reality
• Pedagogy v. Politics

4
National Reviewers Provided Feedback

• Ross E. Dunn, Ph.D., San Diego State University
  World History
• Susan W. Hardwick, Ph.D., University of Oregon
  Geography
• Gary B. Nash, PH.D., UCLA History
• J. Martin Rochester, Ph.D., University of
  Missouri-St. Louis Civics/Government
• William Walstad, Ph.D., University of Nebraska
  Economics

5
Creating Michigan Expectations

• Existing Michigan Standards
• National Discipline Standards
• National Council for the Social Studies Standards
• College Readiness Recommendations
• National Assessment Frameworks
• Standards Review Organization
• Exemplary State Standards
• HSCE page 5

6
K-12 Written to Provide. . .

• A planned transition from elementary to middle
  school and high school
• A strong foundation for meeting the high school
  content expectations
• K-12 vertical alignment
• A system for referencing standards to other
  sections, grades/courses, and to national
  standards
• Increased transparency between Michigan and
  national standards
• HSCE pages 5-7

7
The High School Content Expectations. . .

• Represent content not pedagogy
• Does not show an instructional sequence
• Identify the difference between required and
  suggested content
• Require active, disciplined inquiry
• Should be used as guides for instructional goals

8
K-5 Grade-Specific Context

• Kindergarten Myself and Others
• 1st Grade Families and Schools
• 2nd Grade The Local Community
• 3rd Grade Michigan Studies including Michigan
  History through 1837
• 4th Grade United States Studies including
  Michigan History from 1830 to the present
• 5th Grade Integrated United States History

9
6 8 Grade-Specific Context

• 6th Grade Western Hemisphere Studies
• 7th Grade Eastern Hemisphere Studies
• 8th Grade Integrated United States History

10
Building Up to High School Credits

• World History and Geography
• United States History and Geography
• Economics
• Civics/Government

11
State Board of Education Required

• Policy on Learning Expectations
• -State Board of Education, 2002
• HSCE page 8

12
Active Responsible Citizens

• Instruction should provide activities that
  actively engage students so that they
  simultaneously learn about civic participation
  while involved in the civic life of their
  communities, our state, and our nation.
• HSCE page 9

13
DigitalAge Proficiencies

• Citizens must know how to read and comprehend
  narratives from a variety of sources, understand
  and use data effectively, as well as know how to
  compile and present valid and reliable dataThe
  ability to clearly communicate ones ideas and
  reasoned viewpoints is the hallmark of a
  responsible citizen.
• HSCE page 9

14
Understanding the Organizational Structure

• HSCE for Social Studies page 6
• History Standards, Themes, and Eras
• Geography Standards
• Civics Standards
• Economic Standards and NAEP categories

15
Citizen Involvement is Real

• HSCE for Social Studies, pages 60 and 61
• 6.1 Civic Inquiry and Public Discourse
• 6.2 Participating in Civic Life

16
Course/Credit Document Organization

• Disciplinary Knowledge
• Overview of Expectations
• Things to Remember
• Graphic Representation of Organization
• Document Outline
• Connections to NAEP and National Standards
• General Knowledge, Processes, and Skills
• Foundations

17
General Social Studies Knowledge, Processes, and
Skills

• HSCE for Social Studies
• World History and Geography, page 20
• United States History and Geography, page 39
• Civics/Government, page 51
• Economics, page 67

18
Building on Prior Knowledge

• Foundations
• World History and Geography, page 21
• United States History and Geography, page 40
• Geography Alignment
• Identifying Prior Knowledge
• Civics/Government, Vertical Alignment
• Economics, Vertical Alignment

19
Creating Units

• Step 1 What HSCE does the unit address?
• Step 2 Identify big ideas
• Step 3 Identify essential questions
• Step 4 Identify the skills and concepts needed
  for the unit
• Step 5 What assessment will be used at the end
  of the unit?
• Step 6 What intermediate assessments will be
  used?

20
What HSCE does the unit address?

• Economics Unit Developing Nations
• 3.1.2 Developing Nations
• 3.1.3 International Organizations and the World
• Economy
• 3.1.4 GDP and Standard of Living
• 3.1.6 Impact of Transitional Economies
• 3.2.1 Absolute and Comparative Advantage
• 3.2.5 The Global economy and the Marketplace

21
What are the Big Ideas

• Seventy-five percent of the people on the earth
  live in a developing nation.
• Balanced economies are needed for a country to
  experience growth.
• Developing nations are plagued with social
  problems such as rapidly growing populations,
  high infant mortality, short life expectancy,
  high illiteracy, poor health care.

22
What are some Essential Questions?

1. Should developed countries assist in the economic
   development of developing nations?
2. Should the United States give priority to
   transitional economies?
3. What factors affect the growth of developing
   nations?

23
What Knowledge and Skills needs to be developed
or reinforced?

• Explain why surplus is necessary for economic
  growth.
• Use research and maps to hypothesize about
  developing nations.
• Describe general characteristics of developing
  nations.
• Use maps to locate developing nations.
• Use vocabulary terms associated with developing
  nations.

24
Identifying Content and Skills

• Step 1 Review each HSCE carefully.
• Step 2 Identify which concepts or skills are
  needed by the students to successfully complete
  that expectation.
• Step 3 Identify if the concept or skill is one
  that students should have mastered at a previous
  grade level or one that you must teach this year.
  (Assess prior knowledge.)

25
What End-of-Unit Assessment will be used?

• Task
• Create a digital presentation which compares two
  nations based on their status as a developed or
  developing nation including resource use, health,
  literacy, GDP, development stage, current
  national challenges and hypothesize the
  treatment of each by the international community.

26
What Assessment Will be Used During the Unit?

• Other Evidence
• Quiz on facts about developing nations
• Vocabulary activity
• Map work

27
Techniques of Authentic Instruction
What do we want students to know? What do we want students to know? What do we want students to know? What do we want students to know?
GLCE/HSCE or Guidelines GLCE/HSCE or Guidelines GLCE/HSCE or Guidelines GLCE/HSCE or Guidelines
Big Ideas Essential Questions Essential Questions Knowledge and Skills to be developed or reinforced
How will we know that students have learned what we want them to know? How will we know that students have learned what we want them to know? How will we know that students have learned what we want them to know? How will we know that students have learned what we want them to know?
Task Task Other Evidence Other Evidence
28
Activity 1 Skills and Concepts

1. Find the concepts and skills embedded in the
   Economics expectations.
2. Locate those concepts and skills for which a
   foundation was laid in earlier grades.

29
Activity 2 Clustering

1. Review the expectations for your course.
2. Create clusters for expectations that seem to go
   together.
3. Identify unifying content that will be the focus
   of the cluster.
4. Create no more clusters than can be taught
   effectively in 3.5 months.
5. Make sure that every expectation is taught at
   least once, preferably a number of times.

30
Next Steps

• Course/Credit Sequence
• Plans for Unit Development
• Making Cross-Content Connections
• Plans for Assessment
• Writing Rubrics (Persuasive Essays ACT)
• Characteristics of Complex Text
• Academic Vocabulary

31
Help Plan Next Steps for MDE

• Please fill out and return
• Session Evaluation
• Needs Survey

32
For more information, please contact

• Karen R. Todorov
• Social Studies Consultant
• Michigan Department of Education
• todorok_at_michigan.gov
• Susan Codere Kelly
• HSCE Project Coordinator
• scodere_at_aol.com