Social Studies Expectations Grades 6 to 12

1
Social Studies Expectations Grades 6 to 12

• Karen R Todorov
• Social Studies Consultant
• Michigan Department of Education

2
Karen Todorov
3
K-12 Expectations are 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
• Increased transparency between Michigan and
  national standards

4
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

5
6 8 Grade-Specific Context

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

6
Building Up to High School Credits/Courses

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

7
The most significant changes

• World History as an added component to hemisphere
  studies in Grades 6 and 7

8
Policy on Learning Expectations
State Board of Education, 2002

• Gather Information
• Think and Communicate Critically
• Understand Information
• Learn and Consider Issues Collaboratively
• Analyze Issues
• Learn Independently
• Page 4 GLCE Social Studies

• Draw and Justify Conclusions
• Create Knowledge
• Organize and Communicate Information
• Act Ethically

9
Active Responsible Citizens

• Our constitutional democracy requires active
  citizens. It requires students to participate
  actively while learning in the classroom.
• 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.
• The social studies curriculum prepares students
  to participate in political activities, to serve
  their communities, and to regulate themselves
  responsibly.
• Page 5 GLCE Social Studies

10
Citizen Involvement is Real in
Middle School

• GLCE for Social Studies, page 57
• 6 P4.2.2 Engage in activities intended to
  contribute to solving a national or international
  problem studied.
• 6 P4.2.3 Participate in projects to help or
  inform others (e.g., service learning projects)
• Michigan Community Service Commission
• Angelia Salas, Service Learning Coordinator
• salasa_at_michigan.gov

11
Citizen Involvement is Real in
High School

• HSCE for Social Studies, pages 60 and 61
• 6.1 Civic Inquiry and Public Discourse
• 6.2 Participating in Civic Life
• 6.2.7 Participate in a service-learning project,
  reflect
• upon experiences, and evaluate the value
  of
• the experience to the American ideal of
• participation.
• Michigan Community Service Commission
• Angelia Salas, Service Learning Coordinator
• salasa_at_michigan.gov

12
Service Learning Projects

• Please Note Service learning projects need not
  be folded into a semester course in Civics, but
  could also be part of a larger or
  year-long/semester-long project outside the
  traditional course in Civics.

13
What is service-learning?

• Picking up trash on a riverbank is service.
• Studying water samples under a microscope is
  learning.

14
What is service-learning?

• When science students collect and analyze water
  samples, document their results, and present
  findings to a local pollution control agency
   that is service-learning.

15
What are the requirements?

• 1. Meet a recognized need in the
  communityStudents work to identify pressing
  community needs and devise and participate in
  projects that address those needs.
• The Corporation for National and
  Community Service categorizes community needs as
  related to health, education, environment or
  public safety.

16
2. Achieve curricular objectives

• Service-learning projects should meet existing
  course outcomes in an experiential manner.
  Engaging students in high quality
  service-learning experiences develops skills such
  as those assessed through GLCE and the HSCE

17
3. Reflect throughout experience

• Reflection in the form of discussions,
  journaling, performing, and writing, assist
  students in understanding the connection of their
  schoolwork to the service work performed.
• Reflection helps students explore the cycle of
  What Why? So What? Now What?

18
4. Develop student responsibility

• High quality service-learning allows students to
  take leadership and ownership over the projects
  performed.
• Students learn important school, work, and life
  skills such as working as a team, organizing and
  scheduling activities, and problem solving when
  given increased responsibility for the success of
  projects.

19
5. Establish community partnerships

• Service-learning experiences provide
  opportunities for students to learn about their
  communities, explore career possibilities, and
  work with diverse groups of individuals. Quality
  projects involve community organizations as
  partners.

20
6. Develop Plans Cooperatively

• A plan must be created which features specific
  objectives to be achieved through the activity.
• Service-learning requires teachers, students, and
  community organizations to carefully plan out
  projects and work collaboratively.

21
7. Equip students with knowledge and
skills needed for service

• Students are often required to conduct research,
  read articles, and listen to guest speakers prior
  to the activity.
• Students also may need to learn project specific
  skills, as well as explore issues related to
  citizenship and civic engagement.

22
Digital Age Proficiency

• The use of technology is critical for responsible
  citizenship. 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 data.
• Page 5 GLCE Social Studies

23
Digital Proficiencies in Social Studies

• E mail
• Internet research
• PowerPoint construction
• Use of digital cameras
• Using video streaming and other technologies

24
Understanding the Structure

• K-12 Organizational Chart, page 6
• History Standards, Themes, and Eras
• Geography Standards
• Civics Standards
• Economic Standards and NAEP categories

25
How to Decipher the Code

• Each Social Studies GLCE is made up of four
  parts
• the grade
• the standard category
• the standard
• the expectation.

26
6 E 2 . 3 . 1

• Grade 6
• Standard E2
• Category Standard 3
• Expectation 1

27
Things to RememberThese Documents. . .

• GLCE for Social Studies, page 8
• Represent content not pedagogy
• Does not show an instructional sequence
• Require active, disciplined inquiry
• Should be used as guides for instructional goals

28
Grades 5-8 Organization

• Grades 5-8 Organizational Chart, page 34
• General Knowledge, Processes, and Skills, page 35
• Foundations from Grade 5 for teaching U.S.
  History and Geography Eras 3 to 6

29
Options for Organizing the Year

• GLCE for Social Studies, page 43
• Samples illustrate
• Hemispheric splits, and
• Ancient World Studies and Geography splits

30
Contemporary Investigations as Capstone Projects

• What is a capstone project?
• A capstone project
• Relates the past to the present
• Uses Historical Inquiry, Analysis, and
  Understanding
• Uses Geographic Habits of Mind
• to conduct a contemporary investigation of a
  challenge facing the world today.
• pages 45, 54, 57, 67, and 71

31
Building on Prior Knowledge of
History

• Foundations
• World History and Geography, page 21
• United States History and Geography, page 40

32
Building on Prior KnowledgeCivics/Government and
Economics

• Civics/Government, Vertical Alignment
• Economics, Vertical Alignment

33
Creating Units of Instruction

• Step 1 What GLCE 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?

34
Step One Select the GLCE for the
Unit

• challenges faced by the new nation and the
  development of a new plan for governing
• 8 U3.3.1
• 8 U3.3.2
• 8 U3.3.3
• 8 U3.3.4
• 8 U3.3.5
• 8 U3.3.6
• 8 U3.3.7

35
A Grade 8 Unitchallenges faced by the new
nation and the development of a new plan for
governing

• 8 U3.3.1 Explain the reasons for the adoption
  and subsequent failure of the Articles of
  Confederation
• 8 U3.3.2 Identify economic and political
  questions facing the nation during the period of
  the Articles of Confederation and the opening of
  the Constitutional Convention.
• 8 U3.3.3 Describe the major issues debated at
  the Constitutional Convention including the
  distribution of political power, conduct of
  foreign affairs, rights of individuals, rights of
  states, election of the executive, and slavery as
  a regional and federal issue.
• 8 U3.3.4 Explain how the new constitution
  resolved (or compromised) the major issues
  including sharing, separating, and checking of
  power among federal government institutions, dual
  sovereignty (state-federal power), rights of
  individuals, the Electoral College, the
  Three-Fifths Compromise, and the Great
  Compromise.
• 8 U3.3.5 Analyze the debates over the
  ratification of the Constitution from the
  perspectives of Federalists and Anti-Federalists
  and describe how the states ratified the
  Constitution
• 8 U3.3.6 Explain how the Bill of Rights
  reflected the concept of limited government,
  protections of basic freedoms, and the fear of
  many Americans of a strong central government.
• 8 U3.3.7 Using important documents, describe
  the historical and philosophical origins of
  constitutional government in the United States
  using the ideas of social compact, limited
  government, natural rights, right of revolution,
  separation of powers, bicameralism,
  republicanism, and popular participation in
  government.

36
Step 2 Identify a Big Idea

• Documents of a nation reflect the ideals of their
  people.

37
Step 3 Write an Essential Question

• How do the views of the individuals regarding
  governing and power challenge a new nation?

38
Step 4 Write Focus Questions

• How did Colonial and early documents of the
  United States reflect the ideals of Americans
  during those eras?
• How did the new Constitution reflect founding
  ideals and solve some of the problems of the
  Articles of Confederation?

39
Step 5 Identify Skills and Concepts to
be taught or reinforced

• Creating timelines
• Using chronological thinking
• Creating historical narratives
• Using records and artifacts
• Describing events from a variety of viewpoints
• Identifying and asking historical questions
• Using primary and secondary sources
• Using informational text and data
• Using case studies

40
Step 6 Create Intermediate Unit
Evaluation

• Map work
• Venn diagram of the Articles of Confederation and
  the Constitution
• Chart on Bill of Rights
• Timeline on writing and adopting the Constitution
• Quiz

41
Step 7 Final Unit Assessment

• Create a digital project that describes the
  problems associated with the Articles of
  Confederation and evaluates how well the new
  Constitution solved them from a variety of
  viewpoints.

42
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

43
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.

44
What are some Essential Questions?

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

45
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.

46
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.

47
What Assessment Will be Used During the Unit?

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

48
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
49
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
• Michigan Department of Education
• scodere_at_aol.com
• coderes_at_michigan.gov