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S i l S di C i l Social Studies Curriculum Review Year 3Review Year 3
The Lexington Public Schools K-12gLexington School Committee
May 13, 2014
Overview of Presentation
Curriculum Review CommitteeS f S t f th S i l St diSources of Support for the Social StudiesCurriculum Review GoalsMission StatementResearch FindingsgVertical and Horizontal Alignment
K-12 Skill Goals Enduring Content QuestionsC3 FrameworkC3 Framework
District & Summary Level Reports Elementary SchoolsMiddle Schools Lexington High School
Next Steps
Year Three Social Studies Year Three Social Studies Curriculum Review Committee
Sources of Support
K-12 Review
SOCIAL S h l Di i SOCIAL STUDIES
School Based Focus
District Goals
Community Supportpp
Curriculum Review Goals
① Promote and ensure vertical and horizontal alignment of ① Promote and ensure vertical and horizontal alignment of district curriculum
② K h i l i h h l l d ② Keep the curriculum current with the local, state, and national standards while maintaining a distinct identity
③ Identify a professional learning program reflective of the Lexington Public Schools curriculum
④ Analyze data to gauge the efficacy of the curriculum, assessment practices, and professional learning initiatives
Key Points from our Mission Statement
Understand the major events and trends in these domains that have shaped the modern world
Connect the past with the present and gain insights Connect the past with the present and gain insights
Use a wide variety of technologies and emphasize the importance of gathering, analyzing and evaluating evidence and information
Discover their own authentic voice, learn to think independently, work collaboratively, and communicate th i id ff ti ltheir ideas effectively
Research Findings
Critical & Creative Higher Order ThinkingCreative
ThinkingHigher Order Thinking
A l iContent SkillsAnalysis
Real World E l
Content Skills
Examples
Inquiry
Problem Solving
K-12 Social Studies Skill Goals
Social Studies Skills GoalsOrganization of Time Organize historical ideas and events into periods, sequences,
patterns, chronologiesUnderstanding Perspectives Identify and interpret perspectives through multiple lenses
Empathize with other peopleEmpathize with other peopleCommunication Choose appropriate medium of communication for audience
and purpose Effectively organize and communicate information in a
variety of mediavariety of mediaUse Visualization Tools Analyze data using visualization tools such as maps,
diagrams, charts, tables, and graphs Use data to create visualization tools and apply them to new
contextscontextsProblem Solving Identify a problem and use information to offer a solution
Make an informed decisionRelevance Connect information with self, local, national, and global
communitiescommunities Reflect and apply learning to life
Social Studies K-12 Enduring Content Questionsg Q
Social Studies Content & C t
Enduring Questions:Concepts:
CivicsCivic Responsibility
What makes a good citizen locally, nationally, p y
CitizenshipPower of IndividualCollective vs. Individual
y, y,and globally?
How can one person make a difference locally,
good nationally, or globally?
Government and PoliticsLaw
How do political systems function?Law
LeadershipChange of PowerPolitical Systems
function? How do different political
structures develop and interact with individuals, y
Role of Government society, and each other?
C3 Framework
ACTIVE AND RESPONSIBLE CITIZENS identify and analyze CITIZENS identify and analyze public problems; deliberate with other people about how to d fi d dd i t k define and address issues; take constructive, collaborative action; reflect on their actions; create and sustain groups; and influence institutions both large and small. (p. 19)and small. (p. 19)
Four Dimensions of C3 Framework
Dimension 1: Developing Questions and Planning Inquiriesq
Subsections
1. Constructing compelling questions
2. Constructing supporting questions
3. Determining helpful sources
Dimension 1: Constructing Compelling Questions: Identify disciplinary concepts and ideas associated with a compelling question that is open to different interpretationsinterpretations
BY THE END OF BY THE END OF BY THE END OF BY THE END OFBY THE END OF GRADE 2
BY THE END OF GRADE 5
BY THE END OF GRADE 8
BY THE END OF GRADE 12
INDIVIDUALLY AND WITH OTHERS, STUDENTS CONSTRUCT COMPLELLING QUESTIONS, AND…
D1.1.K-2. Explain why the compelling
D1.1.3-5. Explain why compelling
D1.1.6-8. Explain how a question
D1.1.9-12. Explain how a questionwhy the compelling
question is important to the student.
why compelling questions are important to others (e.g., peers, adults).
how a question represents key ideas in the field.
how a question reflects an enduring issue in the field.
D1.2.K-2. Identify disciplinary ideas
D1.2.3-5. Identify disciplinary concepts
D1.2.6-8. Explain points of agreement
D1.2.9-12. Explain points of agreement p y
associated with a compelling question.
p y pand ideas associated with the compelling question that are open to different interpretations.
p gexperts have about interpretations and applications of disciplinary concepts and ideas associated
i h lli
p gand disagreement experts have about interpretations and applications of disciplinary concepts
d id i dwith a compelling question.
and ideas associated with a compelling question.
D1.2.3-5 Constructing Compelling Questions: Identify disciplinary concepts and ideas associated with a compelling question that is open to different interpretationsdifferent interpretations
•Why did they trade?
•What are in the ships?What are in the ships?
•What did they trade?
•When did this take place?
•What is the triangle trade?
•Who organized the triangle trade?
•How many miles long was the trade?
•Why is the map called the triangle trade?
•How long does it take to complete the trip?•How long does it take to complete the trip?
•Why are the arrows pointing to specific places?
•Why does Africa look different on that map than on the map today?
•Did they use the triangle trade for anything else other than trading?
Dimension 1: Determining Helpful Sources: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sourcespotential uses of the sources.
BY THE END OF GRADE 2
BY THE END OF GRADE 5
BY THE END OF GRADE 8
BY THE END OF GRADE 12
INDIVIDUALLY AND WITH OTHERS, STUDENTS…
D1.5.K-2 Determine the kinds of sources that will be helpful in answering compelling and supporting questions
D1.5.3-5. Determine the kinds of sources that will be helpful in answering compelling and supporting questions taking into
D1.5.6-8. Determine the kinds of sources that will be helpful in answering compelling and supporting questions taking into
D1.5.9-12. Determine the kinds of sources that will be helpful in answering compelling and supporting questions taking intoquestions. questions, taking into
consideration the different opinions people have about how to answer the questions.
questions, taking into consideration multiple points of views represented in the sources.
questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and q ,the potential uses of the sources.
D1.5.6-8 Determining Helpful Sources: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources, and the types of sources available.
D1.5.9-12 Determining Helpful Sources: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources the types of sources available, and the potential uses of the p yp , psources.
Students in a 9th Grade World History class using iPads to organize f hsources for a research paper .
Elementary Schools Summary
C i l d I t ti Curriculum and Instruction
Professional LearningGlobal
Collaboration
Country
State
Town or City
School
Family
Elementary Schools Summary
Curriculum and Instruction
Professional Learning
Collaboration
Middle Schools Summary
Curriculum and Instruction Professional Learning Professional LearningCollaboration
Lexington High School Summary
Curriculum and Instruction
Professional Learning Professional Learning
Collaboration
Lexington High School Summary
Curriculum and InstructionCurriculum and Instruction
Professional Learning
Collaboration
Next Steps
Develop curriculum using Atlas Rubicon
Continue to align curriculum with the Social Studies K-12 Enduring Content Questions and Skill Goals, Common Core, and C3 Framework
Continue to assess the needs for targeted profession learningContinue to assess the needs for targeted profession learning
Develop and refine common assessments
Develop protocols for examining student work in PLCs
Continue textbook pilots at the middle school
Continue the implementation of the research process in the seventh and eighth grades
A li t f th l ti t th hi h h lAssess alignment of the elective program at the high school