PREPARING STUDENTS FOR THE DEMANDS OF THE CCSS THROUGH HISTORY-SOCIAL SCIENCE Presented by: Matt...
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PREPARING STUDENTS FOR THE DEMANDS OF THE CCSS THROUGH HISTORY-SOCIAL SCIENCE Presented by: Matt Hayes History-Social Science Coordinator San Diego County
PREPARING STUDENTS FOR THE DEMANDS OF THE CCSS THROUGH
HISTORY-SOCIAL SCIENCE Presented by: Matt Hayes History-Social
Science Coordinator San Diego County Office of Education
[email protected]
Slide 2
Was this your experience?
Slide 3
How do we support high quality history-social science
instruction in the classroom? Todays Areas of Focus- Teaching
social studies in light of the Common Core and its assessment Model
current practice in social studies assessment
Slide 4
Why History-Social Science? Civic participation and knowledge
of the world around us CCSS emphasis on informational text &
opinion/argument writing Disciplinary thinking skills and their
real world applications
Slide 5
Start at the End Smarter Balanced Assessments Read the sample
constructed response assessment items from Smarter Balanced (
http://www.smarterbalanced.org /) http://www.smarterbalanced.org /
Jot down your thoughts and observations.
Slide 6
Table Discussion What are the instructional implications? What
is the message that educators/parents/students should receive? What
needs to be in place to support students/teachers in the
classroom?
Slide 7
CCSS & History-Social Science Appendix A An argument is a
reasoned, logical way of demonstrating that the writers position,
belief, or conclusion is valid.In history/social studies, students
analyze evidence from multiple primary and secondary sources to
advance a claim that is best supported by the evidence, and they
argue for a historically or empirically situated
interpretation.
Slide 8
CCSS & History-Social Science
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Content Area Literacy In chemistry textbooks, for example,
language tends to be extremely precise with respect to things and
events in the physical world, and students must learn to read those
parts of the text with exactitude, taking care to note whether a
reaction occurred at 31.9 degrees Fahrenheit or at 32.1, or whether
a solution turned orange or yellow. However, students likely will
have no reason to ask whether a particular experiment was conducted
in New Hampshire or Georgia, or whether it happened to occur in
2001 or 2003.
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Content Area Literacy... historians tend to be more exacting
readers than chemists when it comes to details that made an
important difference in peoples lives and they tend to take special
interest in the circumstances in which written documents were
produced, particularly when reading primary source materials. Here,
the context in which materials were written matters as much as the
literal meaning of the text itself, and students need to know that
it is crucial to take notice of who wrote the given document, under
what circumstances, for whose eyes and ears, and to what ends. To
fully comprehend the significance of a Civil War-era speech, for
example, students must understand that it matters greatly whether
it was composed in 1860 or 1862, or whether it was delivered by a
senator from New Hampshire or one from Georgia. Rafael Heller and
Cynthia Greenleaf
Slide 11
The mob still increased and were more outrageous, striking
their clubs one against another, and calling out, come on you
rascals, you bloody backs, you lobster scoundrels, fire if you
darewe know you dare not. At this time I was between the soldiers
and the mob trying with all of my power to persuade them to leave
peaceably. They advanced to the points of the soldiers bayonets and
seemed to be moving closer to the soldiers. Capt. John Preston
Slide 12
Model Lesson
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Photo Analysis Observe: Stay focused on the details. What do
you see? Reflect: What is happening in this photograph? Question:
What questions do you have about the photograph?
Slide 14
Model Lesson Compelling Question: Why did nearly 300,000 people
leave their homes in the Southern Great Plains area to move to
California between 1935 and 1939?
Slide 15
Model Lesson Build Essential Background Knowledge Basic facts
Location of the Great Plains Push/Pull Factors Etc. Shift from what
do I want my students to know and what should they do to know it to
what to I want my student to do and what to they need to know to do
it.
Slide 16
Interview with Flora Robertson
Slide 17
Table Discussion Thinking back to the constructed response
question we discussed How would this lesson help students prepare
for an assessment that included items such as that? What else could
be included in a lesson such as this to help prepare students for
the assessment? Generally speaking What are the instructional
implications? What needs to be in place to support
students/teachers in the classroom?
Slide 18
Social Studies & Assessment Sample classroom assessment:
Open ended Multiple sources Inquiry based Built in supports