CCSS and Social CCSS and Social StudiesStudies

Curricular Implications for Social Curricular Implications for Social Studies Based on the New York State Studies Based on the New York State

Common Core K-8 Social Studies Common Core K-8 Social Studies FrameworkFramework

Matthew SchultzMatthew Schultz

Curriculum, Instruction and AssessmentCurriculum, Instruction and Assessment

Greece Central School DistrictGreece Central School District

What We KnowWhat We Know

NYS Published a K-8 Common Core NYS Published a K-8 Common Core Social Studies Draft CurriculumSocial Studies Draft Curriculum

The draft curriculum integrates The draft curriculum integrates common core principles with social common core principles with social studies standards, themes and studies standards, themes and practices.practices.

We can predict 9-12 curricular We can predict 9-12 curricular changes based on this document.changes based on this document.

What We KnowWhat We Know

Key Components to the K-8 Key Components to the K-8 Curriculum:Curriculum:

NYS Learning Standards for Social NYS Learning Standards for Social StudiesStudies

K-12 Unifying ThemesK-12 Unifying Themes K-12 Common Core Literacy SkillsK-12 Common Core Literacy Skills K-12 Social Studies PracticesK-12 Social Studies Practices Grade level Key IdeasGrade level Key Ideas Grade level Conceptual UnderstandingsGrade level Conceptual Understandings

What We Know – Social What We Know – Social StudiesStudies

In social studies, there are standards, In social studies, there are standards, themes and practices provided by themes and practices provided by NYS that guide instruction.NYS that guide instruction.

Five NYS Social Studies Standards:Five NYS Social Studies Standards:1) History of the United States and New 1) History of the United States and New

YorkYork

2) World History2) World History

3) Geography3) Geography

4) Economics4) Economics

5) Civics, Citizenship and Government5) Civics, Citizenship and Government

What We Know – Social What We Know – Social StudiesStudies

Ten Social Studies Themes:Ten Social Studies Themes:

1)1) Individual Development and Cultural IdentityIndividual Development and Cultural Identity2)2) Development, Movement, and Interaction of CulturesDevelopment, Movement, and Interaction of Cultures3)3) Time, Continuity, and ChangeTime, Continuity, and Change4)4) Geography, Humans, and the EnvironmentGeography, Humans, and the Environment5)5) Development and Transformation of Social Development and Transformation of Social

StructuresStructures6)6) Power, Authority, and GovernancePower, Authority, and Governance7)7) Civic Ideals and PracticesCivic Ideals and Practices8)8) Creation, Expansion, and Interaction of Economic Creation, Expansion, and Interaction of Economic

SystemsSystems9)9) Science, Technology, and InnovationScience, Technology, and Innovation10)10) Global Connections and ExchangeGlobal Connections and Exchange

What We Know – Social What We Know – Social StudiesStudies

The New York State Common Core K-8 The New York State Common Core K-8 Social Studies Framework identifies five Social Studies Framework identifies five social studies practices:social studies practices:

1)1) Chronological Reasoning and CausationChronological Reasoning and Causation

2)2) Comparison and ContextualizationComparison and Contextualization

3)3) Geographic Reasoning (people, places, regions, Geographic Reasoning (people, places, regions, interactions)interactions)

4)4) Gathering, Using, and Interpreting EvidenceGathering, Using, and Interpreting Evidence

5)5) The Role of the Individual in Social and Political The Role of the Individual in Social and Political ParticipationParticipation

What We Know – What We Know – Common CoreCommon Core

Common Core uses anchor Common Core uses anchor standards to guide literacy practices standards to guide literacy practices in reading and writing.in reading and writing.

Four Four ReadingReading Anchor Standards: Anchor Standards:

1)1) Key Ideas and DetailsKey Ideas and Details

2)2) Craft and StructureCraft and Structure

3)3) Integration of Knowledge and IdeasIntegration of Knowledge and Ideas

4)4) Range of Reading and Level of Text Range of Reading and Level of Text ComplexityComplexity

What We Know – What We Know – Common CoreCommon Core

Common Core uses anchor Common Core uses anchor standards to guide literacy practices standards to guide literacy practices in reading and writing.in reading and writing.

Four Four WritingWriting Anchor Standards: Anchor Standards:

1)1) Text Types and PurposesText Types and Purposes

2)2) Production and Distribution of WritingProduction and Distribution of Writing

3)3) Research to Build and Present KnowledgeResearch to Build and Present Knowledge

4)4) Range of WritingRange of Writing

What We Know – K-8 CCSS What We Know – K-8 CCSS Social Studies Draft Social Studies Draft

CurriculumCurriculum The social studies framework is The social studies framework is

broken into three major segments:broken into three major segments:

1)1) Vertical Articulation and Progressions of Vertical Articulation and Progressions of Literacy Skills and Practices, Grades 5-12 in Literacy Skills and Practices, Grades 5-12 in CCSS Reading and Writing Anchor Standards.CCSS Reading and Writing Anchor Standards.

2)2) Vertical Articulation and Progression of Social Vertical Articulation and Progression of Social Studies Practices, Grades 5-12.Studies Practices, Grades 5-12.

3)3) Key Ideas and Conceptual Understandings, Key Ideas and Conceptual Understandings, Grades K-8Grades K-8

Vertical Articulation and Vertical Articulation and Progressions of Literacy Skills and Progressions of Literacy Skills and

Practices, Grades 5-12 in CCSS Practices, Grades 5-12 in CCSS Reading and Writing Anchor Reading and Writing Anchor

Standards.Standards. Example in CCSSExample in CCSS ReadingReading::

Grades 5-8Grades 5-8 Grades 9-10Grades 9-10 Grades 11-12Grades 11-12

Key Ideas and DetailsKey Ideas and Details (First component of CCSS Reading (First component of CCSS Reading Anchor Standard)Anchor Standard)

1. Cite specific 1. Cite specific textual evidence to textual evidence to support analysis of support analysis of primary and primary and secondary sources.secondary sources.

1. Cite specific 1. Cite specific textual evidence to textual evidence to support analysis of support analysis of primary and primary and secondary sources, secondary sources, attending to such attending to such features as the date features as the date and origin of the and origin of the information.information.

1. Cite specific 1. Cite specific textual evidence to textual evidence to support analysis of support analysis of primary and primary and secondary sources, secondary sources, connecting insights connecting insights gained from gained from specific details to specific details to an understanding an understanding of the text as a of the text as a whole.whole.

Vertical Articulation and Vertical Articulation and Progressions of Literacy Skills and Progressions of Literacy Skills and

Practices, Grades 5-12 in CCSS Practices, Grades 5-12 in CCSS Reading and Writing Anchor Reading and Writing Anchor

Standards.Standards. Example in CCSSExample in CCSS WritingWriting::

Grades 5-8Grades 5-8 Grades 9-10Grades 9-10 Grades 11-12Grades 11-12

Production/Distribution of WritingProduction/Distribution of Writing (Third component of (Third component of CCSS Writing Anchor Standard)CCSS Writing Anchor Standard)

6. Use technology, 6. Use technology, including the including the internet, to produce internet, to produce and publish writing and publish writing and present the and present the relationships relationships between between information and information and ideas clearly and ideas clearly and efficiently.efficiently.

6. Use technology, 6. Use technology, including the including the internet, to internet, to produce, publish produce, publish and update and update individual or shared individual or shared writing products, writing products, taking advantage of taking advantage of technology’s technology’s capacity to link to capacity to link to other information other information and to display and to display information flexibly information flexibly and dynamically.and dynamically.

6. Use technology, 6. Use technology, including the including the internet, to internet, to produce, publish, produce, publish, and update and update individual or shared individual or shared writing products in writing products in response to ongoing response to ongoing feedback, including feedback, including new arguments or new arguments or information.information.

Vertical Articulation and Vertical Articulation and Progression of Social Studies Progression of Social Studies

Practices, Grades 5-12.Practices, Grades 5-12. Example in SS Example in SS

PracticesPractices::Grades K-4Grades K-4 Grades 5-8Grades 5-8 Grades 9-12Grades 9-12

Chronological Reasoning and CausationChronological Reasoning and Causation (SS (SS practice #1)practice #1)

- Explain how events Explain how events are related are related chronologically to chronologically to one another in time.one another in time.- Identify the Identify the relationship between relationship between cause and effect.cause and effect.- Distinguish between Distinguish between long-term and long-term and immediate causes and immediate causes and effects.effects.

-Articulate how events Articulate how events are related are related chronologically to chronologically to one another in time one another in time and explain the ways and explain the ways in which earlier ideas in which earlier ideas and events may and events may influence subsequent influence subsequent ideas and events.ideas and events.-Identify, analyze, and Identify, analyze, and evaluate relationships evaluate relationships between multiple between multiple causes and effects.causes and effects.

- Articulate how Articulate how events are related events are related chronologically to chronologically to one another in time one another in time and explain the ways and explain the ways in which earlier ideas in which earlier ideas and events may and events may influence subsequent influence subsequent ideas and events.ideas and events.- Distinguish between Distinguish between long-term and long-term and immediate causes and immediate causes and multiple effects (time, multiple effects (time, continuity and continuity and change).change).

Vertical Articulation and Vertical Articulation and Progression of Social Studies Progression of Social Studies

Practices, Grades 5-12.Practices, Grades 5-12. Second example in SS Second example in SS

PracticesPractices::Grades K-4Grades K-4 Grades 5-8Grades 5-8 Grades 9-12Grades 9-12

Gathering, Using and Interpreting EvidenceGathering, Using and Interpreting Evidence (SS (SS practice #4)practice #4)- Form questions about Form questions about the world in which we the world in which we live.live.- Identify and explain Identify and explain authorship, point and authorship, point and view, purpose and view, purpose and format.format.- Identify arguments of Identify arguments of others.others.

- Define and frame Define and frame questions about events questions about events and the world in which and the world in which we live and use evidence we live and use evidence to answer these to answer these questions.questions.- Analyze evidence in Analyze evidence in terms of content, terms of content, authorship, point of authorship, point of view, purpose, and view, purpose, and format; identify bias.format; identify bias.- Describe and analyze Describe and analyze arguments of others.arguments of others.

- Define and frame Define and frame questions about events questions about events and the world in which and the world in which we live, form hypotheses we live, form hypotheses as potential answers to as potential answers to these questions, use these questions, use evidence to answer these evidence to answer these questions, and consider questions, and consider and analyze counter-and analyze counter-hypotheses.hypotheses.- Analyze evidence in Analyze evidence in terms of content, terms of content, authorship, point of authorship, point of view, purpose, and view, purpose, and format; identify bias.format; identify bias.- Describe, analyze and Describe, analyze and evaluate arguments of evaluate arguments of others.others.

Key Ideas and Conceptual Key Ideas and Conceptual Understandings, Grades K-8Understandings, Grades K-8

Example, Grade 4Example, Grade 4

Key IdeasKey Ideas Conceptual Conceptual UnderstandingsUnderstandings

Theme(s)Theme(s) StandardStandard

Individual Development and Cultural IdentityIndividual Development and Cultural Identity

K.1 – Children’s K.1 – Children’s sense of self is sense of self is shaped by shaped by experiences experiences that are unique that are unique to them and to them and their families, their families, and by common and by common experiences experiences shared by a shared by a community or community or nation.nation.

K.1a – A sense of self is K.1a – A sense of self is developed through developed through physical and cultural physical and cultural characteristics.characteristics.

K.1b – Personal K.1b – Personal experiences share our experiences share our sense of self and help us sense of self and help us understand our likes, understand our likes, dislikes, talents, and dislikes, talents, and skills.skills.

K.1c – Unique family K.1c – Unique family activities are important activities are important parts of an individual’s parts of an individual’s culture and sense of culture and sense of self.self.

Individual Individual DevelopmeDevelopment and nt and Cultural Cultural IdentityIdentity

11

Key Ideas and Conceptual Key Ideas and Conceptual Understandings, Grades K-8Understandings, Grades K-8

Example, Grade 8Example, Grade 8

Key IdeasKey Ideas Conceptual Conceptual UnderstandingsUnderstandings

Theme(s)Theme(s) StandarStandardd

Industrial Society and Progressive Reforms (1870-1920)Industrial Society and Progressive Reforms (1870-1920)8.2 New 8.2 New technologies and technologies and opportunities led opportunities led a migration into a migration into claimed Western claimed Western lands.lands.

8.2a – Political, economic and 8.2a – Political, economic and technological opportunities technological opportunities increased settlement of the increased settlement of the West after the Civil War.West after the Civil War.

8.2b – American settlers and 8.2b – American settlers and the government continued the government continued the conflict with Native the conflict with Native Americans over settlement of Americans over settlement of Western lands between 1864-Western lands between 1864-1890.1890.

8.2c – Differing cultural, 8.2c – Differing cultural, economic, and social systems economic, and social systems affected the lives of settlers affected the lives of settlers on the Western frontier.on the Western frontier.

8.2d - The Populist movement 8.2d - The Populist movement promoted interest of farmers.promoted interest of farmers.

Time, Time, Continuity Continuity and Changeand Change

Development Development and and TransformatiTransformation of Social on of Social StructuresStructures

Geography, Geography, Humans, and Humans, and the the EnvironmentEnvironment

1, 3, 41, 3, 4

What to Anticipate in What to Anticipate in Grades 9-12Grades 9-12

Patterns of Common Core State Standards in Patterns of Common Core State Standards in the NYS K-8 Social Studies Draft Curriculum:the NYS K-8 Social Studies Draft Curriculum:

Combine NYS Standards with Common Core Skills Combine NYS Standards with Common Core Skills and Social Studies Practicesand Social Studies Practices

Increases in non-fiction readingIncreases in non-fiction reading Use of argument, rather than persuasion, citing Use of argument, rather than persuasion, citing

evidence from multiple texts and use of logic.evidence from multiple texts and use of logic. Integration of the four CCSS Anchor Standards Integration of the four CCSS Anchor Standards

(Reading, Writing, Speaking, Listening) rather than (Reading, Writing, Speaking, Listening) rather than viewing them as isolated.viewing them as isolated.

Compare, debate, argue and converse over texts.Compare, debate, argue and converse over texts. Increase and differentiate the level of text Increase and differentiate the level of text

complexity.complexity.

Shifts in Teaching Shifts in Teaching The K-8 NYS Draft Curriculum encourages risk-taking in The K-8 NYS Draft Curriculum encourages risk-taking in

the classroom – by teachers. Here are some examples:the classroom – by teachers. Here are some examples:

Before CCSSBefore CCSS With CCSSWith CCSSRote memory of contentRote memory of content Rich engagement into Rich engagement into

contentcontent

Assigning tasks for studentsAssigning tasks for students Creating learning for Creating learning for studentsstudents

Teaching to studentsTeaching to students Teaching with studentsTeaching with students

Teacher/Student relationshipTeacher/Student relationship Learner/Learner relationshipLearner/Learner relationship

Give directions to studentsGive directions to students Give opportunities to Give opportunities to studentsstudents

Pre-packaged lessons/unitsPre-packaged lessons/units Risk-taking in lessons/unitsRisk-taking in lessons/units

Works Cited/ResourcesWorks Cited/Resources

Engageny.orgEngageny.org

Video on Common Core Implications Video on Common Core Implications in the Classroom by 2010 Teacher ofin the Classroom by 2010 Teacher of the Year, Sarah Brown the Year, Sarah Brown WesslingWessling

New York State Common Core K-8 New York State Common Core K-8 Social Studies FrameworkSocial Studies Framework http://engageny.org/wp-content/uploads/2012/09/ss-frameworhttp://engageny.org/wp-content/uploads/2012/09/ss-framewor

k-k-8.pdfk-k-8.pdf