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De-Mystifying the Middle Grades
Social Studies Essential Standards
Fay Gore, NCDPI
NC Council for the Social Studies Conference
Wiki Site:
http://ssnces.ncdpi.wikispaces.net/home
2/23/2012 • page 2
NCDPI K-12 Social Studies Team:
Section Chief
Fay Gore
Program Assistant
Bernadette Cole
Elementary Consultant
Jolene Ethridge
Middle Grades Consultant
Vacant
High School Consultant
Michelle McLaughlin
During this session we will: Discuss the shifts in Middle Grades Social
Studies
Understand the intent of the Middle Grades Essential Standards
Explore a curriculum development framework to support the “shifts” in the new Essential Standards
Discuss resource development and instructional support tools
The Change Process
“By changing nothing, nothing changes.” -
Tony Robbins
“All great changes are preceded by chaos.”
-Deepak Chopra
“Sometimes good things fall apart so better
things can fall together.” -Marilyn Monroe
The Shifts
Use of Revised Bloom’s Taxonomy
Organization around five broad conceptual strands
Use of a Conceptual Framework
Sixth and Seventh Grades: Integrated World Studies
Eighth Grade: Integrated Study of North Carolina and United States History
Integration of Common Core Literacy Standards in History/Social Studies
The Five Conceptual Strands
Conceptual Framework“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.
The Sixth Grade Shift
The Roots of Modern Societies
Beginnings of Human Society to the
Emergence of the First Global Age (1450)
Focus: World Geography, History & Culture:
Patterns of Continuity and Change
First formal look at a study of the world
Focus heavily on the discipline of geography (five themes)
Systematic look at the history and culture various civilizations, societies, and regions
Various factors that shaped the development of civilizations, societies and regions in the ancient world
Comparative study of world regions
Recognize and interpret the “lessons of social studies” –transferable ideas
Major concepts Continuity and change (over time and in various civilizations, societies,
and regions)
Conflict and cooperation
Compromise and negotiation
Migration and population distribution
Cultural expression/practices and diffusion
Human-environment interaction
Trade and economic decision-making
Societal organization (economic, political, and social systems)
Technology and innovation
Quality of life
Citizenship
Where to start?
National World History Standards:
http://nchs.ucla.edu/Standards/world-history-standards
The periodization of the new Essential Standards for sixth grade social studies is based on the five eras identified by the National Standards for World History,
Era 1: The Beginnings of Human Society Giving Shape to World History
Era 2: Early Civilizations and the Emergence of Pastoral People, 4000-1000 BCE/BC
Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE/BC-300 CE/AD
Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE/AD
Era 5: Intensified Hemispheric Interactions, 1000 – 1500 CE/AD
Sixth Grade Sample
See Word Document – It’s A Work in
Progress
The Seventh Grade Shift
Global Connections
The Great Global Convergence (1450 - 1800) to the
Present
Focus: World Geography, History & Culture: Patterns of Continuity and Change
Expansion of knowledge, skills and understandings about the world from a more modern perspective
Focus heavily on the discipline of geography (five themes)
Systematic look at the history and culture of various world regions
Various factors that shaped the development of civilizations, societies and regions in the modern world
Comparative study of world regions
Recognize and interpret the “lessons of social studies” –transferable ideas
Focus on issues, solutions, and decision-making
Major concepts Global interaction
Continuity and change (over time and in various modern societies and regions)
Conflict and cooperation (social, economic, military and political)
Economic Development/Systems (trade and economic decision-making)
Political Thought
Power and Authority
Compromise and negotiation
Migration and population distribution
Cultural expression/practices and diffusion
Values and Beliefs
Human-environment interaction
Societal organization (economic, political, and social systems)
Technology and innovation
Freedom, justice, and equality
Where to start?National World History Standards:
http://nchs.ucla.edu/Standards/world-history-standards
The periodization of the new Essential Standards for seventh grade social studies is based on the last five eras identified by the National Standards for World History,
Era 5: Intensified Hemispheric Interactions, 1000 – 1500 CE/AD
Era 6: The Emergency of the First Global Age, 1450 – 1770 CE/AD
Era 7: An Age of Revolutions, 1750 - 1914
Era 8: A Half-Century of Crisis and Achievement, 1900 – 1945 CE/AD
Era 9: The 20th Century Since 1945: Promises and Paradoxes
National Geographic Resources:
• Xpeditions Archives: http://www.nationalgeographic.com/xpeditions/
– Lesson Plans
– Atlas Maps
– Standards
– Xpedition Hall (virtual museum)
• New Education Beta Site: http://education.nationalgeographic.com/?ar_a=1
The Seventh Grade Unit Example
Unit focus: The Age of Exploration – Reasons and Impact
Throughout the unit, students could explore the quest for trade, innovation, power, authority and wealth among European nations led to increased global interaction throughout the world. Included in this inquiry, could be the implications of these global interactions i.e. cultural diffusion (goods, religion, cultural practices, ideas, etc.), colonization, wealth, slave trading, etc. And, finally, how these global interaction specifically led to European exploration and inhabitation of the Americas.
From a more modern perspective, students could study implications of global exploration today i.e. exploration for new natural resources, new source of labor, etc.
The Geographic Perspective
http://education.nationalgeographic.com/education/multimedia/geographic-perspective/?ar_a=1
The Eighth Grade Shift
Historical Study of NC in the context of the US
North Carolina and the United States:
Creation and Development of the State and NationThe Revolutionary Era to the Present
Major Concepts:
Historical Thinking
Conflict, Compromise, & Negotiation
Change and Continuity
Migration and immigration
Technology and innovation
Individuals/Groups (economic, political, social)
Historical & Contemporary Issues
Geographic Influence (five themes)
Cooperation and Competition (economics)
Democratic Ideals
Citizen Participation
Cultural Influence
“Nothing diminishes anxiety faster than
action.” -Walter Anderson
“Fear, uncertainty and discomfort are your
compasses toward growth.”
21ST CENTURY CURRICULM REQUIRES
UPGRADED CONTENT
What content should
be kept?
What content should
be cut?
What content should
be created?
HOW DO YOU DECIDE WHAT IS ESSENTIAL?
“Upgrading content requires deliberate
provocation.”Heidi Hayes Jacobs (2010)
What is timely and timeless? (Keep/Create)
What is outdated? (Cut)
Center around central concepts and
generalizations, supported by selected facts
and information.
Promote student inquiry by using essential or
guiding questions to lead students to enduring
understandings or generalizations.
HOW DO YOU BEGIN TO ORGANIZE CONTENT?
Curriculum Frameworks:
Concept-based Curriculum and Instruction
(Erickson)
Understanding by Design
(Wiggins & McTighe)
HOW DO YOU BEGIN TO ORGANIZE CONTENT?
State Level Work
• Social Studies Essential Standards
• Common Core State Standards for Literacy in History/Social Studies
• Crosswalk Documents
• Unpacking Documents
• Instructional Support Tools
• Curriculum Frameworks
• Assessments
District Level Work
• Unpacking
• Curriculum Units
• Assessments
• Grade Level Terminologies
• District CalendarsUSH1
• USH2
• Wor
• Etc.
School Level Work
• Teacher Units
• Lesson Plans
• Assessments
• Learning Experiences
• Teacher/classroom Materials/Resources
A Process For Developing Local Curricula
2/23/2012 •
page 27
Please Note:
•The District Level and School Level work may overlap.
•This will depend on the organizational structure of the district and available resources.
Standards Student Achievement
UNPACKING STANDARDSWhat does "unpack" a standard mean?
– Dissecting what is written in a standard, goal or objective
“What does the standard say, EXACTLY. “
– It is the process of identifying what students will know and be able to do once they have mastered the standard.
Steps:
• Identify The Big Ideas/Concepts
• Identify What A Student Must Be Able To Do
• Identify Core Tasks
• Identify Critical Content
• Identify Any Possible Misconceptions/Misunderstandings
NCDPI Resources Access the Intel site at http://engage.intel.com
If you have an account, log-in. If not, register.
Find any of the group names listed below and ask for permission to join
NC Social Studies
NCSBE Region (your region i.e. 1, 2, etc.) Collaborative (8 groups)
NC Concept-Based Unit Development (3 groups)
Essential Standards: http://www.ncpublicschools.org/acre/standards/new-
standards/#social
Support Tools: http://www.ncpublicschools.org/acre/standards/support-
tools/
Wiki: http://ssnces.ncdpi.wikispaces.net/home
The Instructional Toolkit
Priority One Tools:
– Crosswalks of 2006 & 2010
Standards
– Unpacked Content Documents
Priority Two Tools:
– Graphic Organizer Exemplars
– Key Terminology
– Assessment Samples
Other Tools:
– Sample Units of Instruction
– Resources to instruction
ANY QUESTIONS?
“It always seems impossible until it’s done.”
-- Nelson Mandela
“20 years from now you will be disappointed by
the things you didn’t do than by the one’s you
did. So throw off the bowlines. Sail away from
the safe harbor. Catch the trade winds in your
sails. Explore. Dream. Discover.” -Mark Twain
Exit Ticket
1. How could the NCDPI K-12 Social Studies Section assist you?
2. Would you like to be added to the K-12 Social Studies listserv? If so, please include:
a. your name
b. School
c. grade level you teach/position and
d. email address.
3. Any additional questions you would like answered?
4. Other comments?
