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Overview of the Revised Social Studies Curriculum
Frameworks,Disciplinary Literacy (Lenses), C3 Framework & Inquiry Arc
Social Studies K-12 Summer 2015
Agenda Summer 2015 • Framework revisions (big shifts)• Lenses of the Social Studies and
disciplinary literacy • C3 Framework and the Inquiry Arc
(connections to CC Literacy) Lunch• Inquiry in the Classroom – Break-out
Framework Revisions 2014
Locatingthe Documents
Select “C”
Select Curriculum
Frameworks
Current & New Social Studies Frameworks
1 pg. content outlin
e;
2 pg. big shifts
All Social StudiesFrameworks
PDF or Word
New Elements of the Framework and the Big
Shifts
Grade LevelIntroductory Statements
appear on all framework documents
Practices
13 content standards
History in K-4 emphasizes historical thinking skills
4 strands
Watch for AR history icon in
K-6
CC Alignment
Student Learning Expectations
C3 Framework Alignment
Conceptual
Organizer
Grade level
Strand &
Content Standard
Footer & Key
Thematic titles to guide revision
H.O. & Act
H.O. & Act
Arkansas History ClarificationGrades 7-12
One semester (stand alone not embedded) Arkansas History must be taught in grades 7, 8, 9, 10, 11, OR 12.
It is a district decision where to place that one-semester course.
Two one-semester Arkansas History courses have been developed for use in either Grades 7-8 OR Grades 9-12.
Required Courses for Graduation
1 year World History1 year United States History1 semester Civics 1 semester Economics
AP Courses – World & US History, ADE enhanced AP US Government & Politics will meet the graduation requirements for Smart Core Concurrent credit – second half of the survey courses align to graduation requirement in US and world history.
High School Elective Courses
African American History
United States Government
PsychologySociologyWorld Geography
The following one-semester social studies courses do not need ADE course approval, and must be taught as written.
Instructional Materials needs
Due to legislation in 2013, ADE no longer has any roles in instructional materials (no review committees, no state adoption lists…)
Arkansas Curriculum Services Association http://www.arcurriculumservices.com/ contains a list of publishing companies and their AR representatives. Call/email them. Tom Fendley is the association president; he is organizing or has organized a textbook caravan for social studies. Contact him for dates and locations.
What is Disciplinary Literacy?
• What is the teacher doing? (give examples)
• What are students doing? (give examples)
Act
Social Studies Lenses
Economics
Civics and Government
History
Geography
NC Department of Public Instruction
Why does this matter? Multiple content areas all require something different from students
– how to read, question, and write in each subject
– how to think about a topic from different perspectives (historic, geographic, economic, civic/political)
Each discipline has unique literacy requirements
Historians Ask
• Whose knowledge is this? • How are we connected to events and
people of the past?• What has changed? What has remained
the same?• What are facts? What are opinions?• What perspectives are missing? • What voices are silenced?
Geographers Ask
• Why does location matter? How does it matter?• Where? • Why there? • Why do we care?
• How does the environment affect people's lives, and what changes do people make to their environment?
• How does geography affect history, economics, government, and the culture of people?
Economists Ask
• What economic choices will lead to a society with increased prosperity?
• Why do we have to make choices?• What are the costs involved? • What incentives do people face?• How have past economic choices affected
this?• What began the negative slope? How did the
nation regain economic momentum?
Political Scientists Ask• How do people govern themselves?• What does authority mean? Who has authority
and why? How is this different from responsibility?
• What interests are being served by those in power?
• How do policies impact society?• Even when you work to give everyone an equal
voice, what can happen? • Should people attempt to influence government
and, if so, how can they do so in a democracy?
Break (15 minutes)
Further Connections • The historian examines past
modifications.• The geographer maps out changes in the
environment.• The economist considers the financial
impact of government efforts.• The political scientist considers the
legislation and public policy implications.
For Example, How bad was the recent “Great Recession”?
• Civically – How did government policies shape responses to the recession?
• Economically – What are the employment numbers and who was affected? How can markets respond?
• Geographically – Was everyone affected in the same way? Distribution of effects? Why?
• Historically – “Bad” as compared to what and to whom, when, how, and why?
ActBruce VanSledright, University of North Carolina, Charlotte; from presentation at SSACI Meeting Atlanta 2013
College, Career, & Civic Life C3 Framework for Social Studies State Standards
Another document?
College, Career, & Civic Life C3 Framework for Social Studies State Standards
The focus is not content; rather, it is the deep and enduring understandings, concepts, and skills of the disciplines (civics, economics, geography, history).
There are no dates, names, places.
C3 Framework • Sets forth learning expectations and an
inquiry arc
• It provides guidance for enhancing the rigor of K-12 Civics, Economics, Geography, and History
How does the C3 Framework affect my classroom?
C3 is–Student inquiry / Student centered–Skills are emphasized
More work planning units/lessons = –More time for classroom facilitation–Deeper learning and understanding for
students Act
Inquiry Arc Dimension 1 – Developing questions and planning inquiriesDimension 2 – Applying disciplinary concepts and tools (this dimension mirrors state standards) Dimension 3 – Evaluating sources and using evidenceDimension 4 - Communicating conclusions and taking informed action
H.O.& Act
Putting it all in the classroom and making
connections
Compelling ?s Are - Provocative Engaging Worth spending time on
Criteria for good compelling questions
Intellectually meaty Student / Kid friendly
Compelling ?s - • Are grounded in curriculum - students may
have limited knowledge/foundation in the beginning
• Address problems and issues found in and across the disciplines of the social studies
• Require students to – apply disciplinary concepts – construct arguments and interpretations
Act
Compelling ?s
Examples:Was the American Revolution revolutionary?
Was the Civil Rights movement of the 1960’s a success?
Why do we need rules?Was writing the Declaration of
Independence an act of treason?Act
Compelling ?s Shouldbe sustained throughout the inquiry so students keep returning to the question across the inquiry arc.
anchor and finish the inquiry.
help build students’ knowledge and understanding of a topic.
Students ultimately communicate their conclusions.
H.O.
U.S. History Module – Is Freedom Free?
ACTIVITY: • What do you notice about the relationship among
supporting questions, the formative performance task, and the historical sources?
• What is the role of the supporting questions? • Must the summative performance task be an essay, a
formal piece of writing, an argument?• What options could the teacher have chosen rather than
to have students in Grade 8 write a historical argument essay to answer the question? Share responses.
Act
Presenters / Facilitators • Sue Geery – Norfork• Laura Beth Arnold –
LRSD• Bennie Lard – Hope• Lisa Lacefield – Valley
View• Vickie Yates – Virtual AR• Lantha Garmrath –
Paragould• Lisa McGriff – Star City
• Sarah Pugh – Bentonville
• Don Porter – LRSD• David Freligh – Forrest
City• Barry Watkins – Bay• Margie Hunter – West
Memphis• Schula Holley – LRSD
If you have questions regarding social studies education please contact
Maggie HerrickADE Curriculum & Instruction
LUNCH Break – 1 hourReport to break-out rooms
after lunch
