Common Core and Essential Standards 2011 Regional Summer Institutes Day 2 K-5 Social Studies

Common Core and Essential Standards 2011 Regional Summer Institutes

Day 2

K-5 Social Studies

A Process For Developing Local Curricula

·Social Studies Essential Standards

·Common Core State Standards for Literacy in History/Social Studies

·Crosswalk Documents ·Unpacking Documents ·Learning Progressions ·Academic Vocabularies ·Graphic Organizers

State Level Work

Standards Student Achievement

·Unpacking ·Yearly Curriculum Option(s) ·Curriculum Units ·District Calendars ·Grade Level Terminologies

·USH1

·Etc.

District Level Work

·The District Level and School Level work may overlap. ·This will depend on the

organizational structure of the district and available resources.

Please Note: W

·Teacher Units ·Lesson Plans

·Rubrics ·Activities

·Teacher/classroom Materials/Resources

School Level Work

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North Carolina Social Studies Essential Standards: Content Changes and Implications

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Kindergarten – Fifth Grade ·Addition of Personal

Financial Literacy

·Addition of Environmental Literacy (HR Bill 2054)

·Integration of skills with content

·Increased focus on historical thinking at K-2

http://www.fotosearch.com/photos-images/social-studies.html

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Kindergarten- Citizenship and Responsibility

“Learning how to inform civic action to more fully realize civic ideals is of major importance for the health of individuals, groups, the nation, and the world.”

--National Council for the Social Studies

2009 Essential Standards Survey Government and active citizenship need to be more relevant in the early grades.

http://www.fotosearch.com/photos-images/citizenship_2.html

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First Grade-Culture & Diversity

“In the 21st Century young children must operate in a society that values respect for diversity.”

--National Association for the Education of Young Children

2009 Social Studies Essential Standards Survey Support a greater emphasis on cultures/diversity in lower grades.

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9 9

Second Grade-Interdependence

Global Economy

Communities, families and societies depend upon one another in an interconnected world.

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Third Grade- Geography

Partnership for 21st Century Skills and Geography

Supports a strong focus on geography and geography skills in elementary grades

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Fourth Grade- N.C. History

2009 General Assembly House Bill 1032

·Yearlong instruction on N.C. History and geography in the elementary grades.

·4th Grade N.C. History: Pre-colonial through Reconstruction

Fifth Grade- U.S. History

• 5th Grade U.S. History: Pre-colonial through Reconstruction

1' Canada and Mexico have been removed to provide a more in depth study of the United States

http://www.fotosearch.com/photos-images/usa-map.html

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North Carolina Social Studies Essential Standards: Curriculum Documents

The Instructional Toolkit

·Priority One Tools: – Crosswalks of 2006 & 2010 Standards

– Unpacked Content Documents ·Priority Two Tools:

– Sample Graphic Organizers

– Sample Learning Progressions ·Other Tools:

– Unpacking Documents for Electives

– Glossary of Essential Terminology

– Sample Units of Instruction

– Assessment Samples

Crosswalk Documents

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Intended Use of Crosswalks

·To identify gaps in content (where something new may exist) ·To identify existing resources that can be repurposed ·To identify professional development needs based on new content areas

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2006 NC Standard Course of Study

Essential Standard


Essential Standard


Essential Standard Essential Standard

Clarifying Objective

2.G.1

Use geographic representations, terms and technology to process information from a spatial perspective.

2.G.1.1

Interpret maps of the school and community that contain symbols, legends and cardinal directions.

2.G.1.2

Interpret the meaning of symbols and the location of physical and human features on a map (cities, railroads, highways, countries, continents, oceans, etc.).

Objective Comments

Strand

Geography and

Environmental

Literacy

5.05

Interpret maps, charts, and pictures of locations.

5.02

Describe the role of a geographer and apply geographic tools, such as maps, globes, compasses and photographs, in the understanding of locations and characteristics of places and regions.

5.03

Compare and contrast the physical features of

communities and regions.


Essential Standard


Essential Standard

2010 Essential Standard

Clarifying Objective Objective Comments 41.1 Und.erstand how a market econo nry impacts life in North. Carolina.

4.E.1.1 Understand the basic concepts of a market economy: supply: demand, scarcity, productivity: and entrepreneurship.

6.01Explain the relationthip between unlimited wants and limited resources.

6.02Analpe the choices and opportimity cost involved in ezonoluic decisions.

6.07Describe the ways North Carolina specializes in economic activity and the relationship between specialization and interdependence_

4.E.1 .2 Undentand how -carcity and choice in a market economy impacts business decisions.

(3'd grade) 5.02Explain the impact of scarcity on the production, distribution and consumption of goods and services_

4.E.1 .3 Analyze the historical and contemporary role that major North Carolina industries have played in the state_ nation and world_

4.E.1 .4 Explain the impact of entrepreneurship on the economy of North Carolina.

fac .771" ACRE

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

Unpacking Documents

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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

History Essential Standard:

1.H.1 Understand that history tells a story of how people and events changed society over time.

Concept(s): Change

Clarifying Objectives Unpacking

What does this standard mean a student will understand, know and be able to do?

1.H.1.1 Explain how and why neighborhoods and communities change over time.

The student will understand: Economic, political, geographic and cultural dynamics cause neighborhoods and communities to

change over time.

For example: need for more residential space, desire for parks and recreational areas,

economic development, movement of people, goods and ideas, change in leadership, civic participation.

The student will know: Neighborhoods are people who live near one another Communities are a group of people living in the same locality; the district or locality in which

groups of people live.

For example: A neighborhood is geographic and communities are a group of people who are bound or united by commonalities, such as values, beliefs, religion, etc.

That culture is learned or shared patterns of thought and behavior characteristics of a given population.

Economic factors that cause change (e.g., elections, change in leadership, policies and laws, citizen participation).

Geographic factors that cause change (e.g., highways being constructed). Cultural factors that cause change (e.g., immigration and migration).

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Geography and Environmental Literacy

Essential Standard:

K.G.1 Use geographic representations and terms to describe surroundings. Concept(s): Physical features, Geographic locations

Clarifying Objectives Unpacking

What does this standard mean a student will understand, know and be able to do? K.G.1.1 Use maps to locate places in The student will know: the classroom, school and home. ·There are specific features of a map that help us understand physical space (e.g., title, legend,

symbols, and compass rose).

·How to use a map (e.g., paper and digital form).

·A map is a representation of a real life place.

·How to properly use geographic terminology such as place, map, directions, etc.

The student will be able to do:

·Apply their knowledge of maps and other geographic tools to locate specific places.

For example, students could use a map of the classroom to locate a desk in the classroom, a map of the school to locate the library at school, a map of your home to locate your bedroom at home, etc.

·Draw a simple classroom, school, or home map.

·Demonstrate the knowledge of the visual description and location of the classroom, school, and home.

For example: student names particular features represented on the map, such as teacher’s desk, reading corner, etc.

·How to identify and point to the four cardinal directions (e.g., north, south, east, and west).

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CONCEPT CONCEPT

For Example:

3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions, community, state, nation and world.

“Essential Understanding” / Generalization / “Big Idea”:

The student will understand that:

The physical and human geography of a place contributes to the identity of a region, community, state, nation or the world.

PRINCIPLES & GENERALIZATIONS

Clarifying Objective:

TOPIC

F F F F F F F

A A A A A A A C C C C C C C T T T T T T T

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Activity: From Concepts to Generalizations

PRINCIPLES & GENERALIZATIONS

CONCEPT

CONCEPT

4.H.1.3

Explain how people, events, and developments brought about changes to communities in various regions in North Carolina.

TOPIC

F F F F F F F

A A A A A A A C C C C C C C T T T T T T T

What are the concepts that you would teach from this standard? From the concepts, write a generalization or essential understanding.

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Unpacking Activity

·Identify the concepts in the essential standard and clarifying objective

·Use the concepts to form generalized statements of what students should understand

·Identify specific factual content that students should know in order to reach an understanding

Clarifying Objectives Unpacking What does this standard mean a student will know, understand and be able to do?

K.C&G.1.2 Explain why citizens obey rules in the classroom, school, home and neighborhood.

The student will understand:

The student will know:


Essential Standard: K.C&G.1 Understand the roles of a citizen.

Concept(s): Citizenship

Clarifying Objectives Unpacking What does this standard mean a student will know, understand and be able to do?

3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.

The student will know:


The student will understand:

Essential Standard 3.C&G.2 Understand how citizens participate in their communities.

Concept(s): Citizenship

Look At How K.C&G.1.2 And 3.C&G.2.1 Have Been Unpacked

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Social Studies Essential Standards: Unit Development

Possibilities of Unit Development with Integrated Approach

7/13/2011 • page 29 http://www.jigsawplanet.com/?rc=play&pid=0e9011bef5ce

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A Process For Developing Local Curricula




State Level Work


·Unpacking ·Yearly Curriculum Option(s) ·Curriculum Units ·District Calendars ·Grade Level Terminologies

·USH1

·Etc.

District Level Work

·The District Level and School Level Work May Overlap. ·This will depend on the

organizational Structure of the district and available resources.

Please Note: W

·Teacher Units ·Lesson Plans

·Rubrics ·Activities

·Teacher/classroom Materials/Resources

School Level Work

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Organizing Curriculum As Units Of Instruction

Step 1: Start with the Essential Standards. Step 2: Create an outline of units you may teach for the entire

year. Step 3: Deconstruct the Essential Standards and the Clarifying

Objectives. Step 4: Create a Concept/Content web. Step 5: Write understandings/generalizations

It’s A Process!

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ORGANIZING CURRICULUM AS UNITS OF INSTRUCTION

Step 1: Identify the state standards for the grade level or course for which you will develop curriculum

N.C. HISTORY ESSENTIAL STANDARDS

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YEARLY PLAN OUTLINES Grade level/Course:

Unit

Unit Title

NCSCOS

Clarifying Objectives

Major Concepts

3 to 4 units for grades K-3 4 to 6 units for grades 4-6 5 to 8 units for grades 7-12

Step 2: Create an outline of units you may teach for the entire year.

Unit Clarifying Objectives

Major Concepts Unit Title

Activity Grade level/Course:

8

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1

2

3

4

5

6

7

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SAMPLE YEARLY PLAN OUTLINES Grade level/Course: Third Grade

Unit Unit Title Clarifying Objectives

Concepts

Needs and Wants, Scarcity, Supply and Demand, Citizenship, Community Roles

Place, Region, Location, Movement, Physical Environment, Human Environment Interaction

Citizenship, Rules of Law, Political System, Power

Language, Culture, Ethnicity, Diversity, Values & Beliefs, Society, Religion, Continuity and Change

How Do We Meet Our Basic Needs?

3.C&G.2.1, 3.C&G.2.2, 3.G.1.1, 3.G.1.3, 3.E.1.1, 3.E.1.2

Where in the World are You?

3.G.1.1, 3.G.1.3, 3.G.1.5, 3.H.1.2, 3.C.1.1,

3.G.1.2, 3.G.1.4, 3.H.1.1, 3.H.1.3, 3.C.1.2

Understanding Your Local Government

3.C&G.1.1, 3.C&G.1.2, 3.C&G.1.3, 3.C&G.2.1, 3.H.1.1, 3.H.1.2, 3.H.1.3

Variety Is the Spice of Life

3.H.1.1, 3.H.2.2, 3.H.2.1,

3.H.1.2, 3.H.1.3, 3.C.1.1,

3.C.1.2

1

2

3

4

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U Step 3: Deconstruct the standards to pinpoint the types of knowledge students are expected to learn {topics, concepts, and skills} as well as the intended cognitive process.

STATE STANDARDS

The Student will: Construct charts, graphs, and historical narratives to explain particular events or issues

Construct (produce from scratch)

VERB OBJECT (topics, concepts, &

skills) ·charts ·graphs

·historical narratives

·causes and effects of events or issues through time

Factual & Conceptual {terminology, details, & generalizations}

Procedural {knowledge of techniques and methods}

TYPE OF KNOWLEDGE

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CRITICAL CONTENT/CONCEPT WEB

CIVICS & GOVERNMENT

GEOGRAPHY & ENVIRONMENTAL

LITERACY

CULTURE

HISTORY

ECONOMICS & FINANCIAL

LITERACY

OTHER SUBJECT AREAS

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143444:4 Ge 4444 T.4.1.0 AA • 1+14... imm. NZ ■;=.—

SAMPLE Step 4

Economics ·Wants and needs ·Supply and demand ·Scarcity ·Goods and services ·Division of labor

Geography & Environmental Literacy ·Location ·Geography terminology

Guidance ·Problem solving ·Compromise ·Collaboration ·cooperation

Citizenship ·Community roles ·Civic leadership ·Rules and laws ·Character traits

Technology ·Word processing ·Communication ·Internet ·Calculators ·Smartboards

Unit Title

HOW DO YOU MEET YOUR BASIC NEEDS

Third Grade

Math ·Number sense ·Coordinate

grids ·Data collection

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Language Arts ·Reading ·Speaking ·Writing ·Research

Culture Geography History Economics/

Personal Financial

Literacy

Civics and Government

PlaceRegionLocationMoveme

ntHuman-

Environment Interaction

Physical Environment

Landforms

Water forms

Geographic

Patterns

Settlement

Patterns

Civilization

Migrat ion

Rel ig ion

Language

Ethnicity

S o c i et y

Civilization

C u l t ur e

Diversity

Values &

Beliefs

Needs/Wants

ScarcityRe s o u rc

e sCostsStandard

of Living

Market economy

MarketsTradeExchangeSupply

and Demand

PoliticsLimited Government

Cit izenship

Rule of Law

Political Action

Political System

National Identity

Individual Rights

PowerFreedom

ChangeContinui

tyPatternsConflictCooperati

onRevolutio

nLeadershi

pInvasionConque

stColonialis

mWarNational Identity

Imperialism

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1.Diverse groups contribute to cultural, social, economic and political development of a nation.

2.Cultural expressions can reveal the values, lifestyles, beliefs and struggles of diverse ethnic groups.

History: 3.Certain times and conditions can encourage the

development of leadership in individuals. 4.The rights of groups within a democratic society can

change over time.

Geography: 5.Physical environment affects settlement patterns. 6.Physical environment can determine the way that people

meet basic needs like food and shelter.

Government/Civics: 7.Governments are structured to address the basic

needs of the people. 8.A nation’s founding documents reflect its principles.

transfer

Society Change

Political System

Competition

Relationship Among Concepts that

Culture

Resources

Technology

Needs

Conflict

Competition

Resources

Enduring Understandings (Generalizations) Lessons of Social Studies, Statements of Thought Culture:

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Remember: It’s A Process For Developing Local Curricula


State Level Work School Level Work District Level Work




·Teacher Units ·Unpacking

·Yearly Curriculum Option(s) ·Curriculum Units ·District Calendars ·Grade Level/Terminologies

·USH1

·Lesson Plans ·Rubrics ·Activities

·Teacher/classroom Materials/Resources Please Note: W

·Etc. ·The District Level and School Level Work May Overlap. ·This will depend on the

organizational Structure of the district and available resources.

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Social Studies Consultants: Interim Section Chief

K-12 Social Studies & Middle Grades Fay Gore [email protected]

Elementary

Jolene Ethridge [email protected]

Middle Grades Jennifer Ricks [email protected]

High School Dalton Edwards [email protected]

Michelle McLaughlin [email protected]

Educator Recruitment and Development: Regional Professional Development Leads Frances Harris-Burke (Region 5) frances.harrisburke.dpi.nc.gov

Gregory McKnight (Region 3) [email protected]

Instructional Technology: Instructional Technology Consultant Gail Holmes (Region 5) [email protected]

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