Benchmarks and Standards and Goals, Oh My

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Benchmarks and Standards and Goals, Oh My

• Mark Bailey
• 10/1/03
• With help from OPEN

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What are the Common Curriculum Goals?

• The Common Curriculum Goals describe what
  districts will offer in a comprehensive K-12
  curriculum. They contain content standards in
  English, mathematics, science, the social
  sciences (history, civics, geography, economics),
  the arts, and second languages curriculum goals
  in health education, physical education,
  technology and the essential learning skills.

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Can school districts design their own curriculum?

• Yes. Schools and districts may develop their own
  curriculum in addition to the statewide goals.

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What are the content standards?

• The content standards are the portion of the
  Common Curriculum Goals related to the statewide
  assessment and the Certificates of Initial and
  Advanced Mastery. Oregon's Educational Act for
  the 21st Century lists the areas where content
  standards are to be set English, mathematics,
  science, the social sciences (history, civics,
  geography, and economics), the arts, and second
  languages.

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How do the Common Curriculum Goals and the
content standards relate?

• The Common Curriculum Goals describe what
  districts should offer in a comprehensive K-12
  curriculum. The content standards are the portion
  of the Common Curriculum Goals related to the
  statewide assessment and the Certificates of
  Initial and Advanced Mastery.

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What are the benchmarks?

• The benchmarks are the portion of the content
  standards to be assessed statewide at a
  particular grade level-3, 5, 8, 10, or 12.

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How do the content standards and the benchmarks
relate?

• The content standards identify the curriculum
  areas where statewide assessment will occur. The
  benchmarks more specifically describe what will
  be assessed statewide at a particular grade
  level-3, 5, 8, 10, or 12.

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Who is responsible for getting students to the
benchmark expectations?

• Teachers in grades leading up to a benchmark year
  will all work toward helping students achieve
  benchmark expectations. For example, K-3 teachers
  may work together as a team to prepare students
  for the grade 3 benchmarks. Teachers in grades 4
  and 5 may work together to help students achieve
  the grade 5 benchmarks, and so on. The benchmark
  expectations are not solely the responsibility of
  teachers in grades 3, 5, 8, 10, and 12. All
  teachers will help students prepare for the
  benchmark expectations.

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What are the Characteristics of Social Studies?

• Involve a search for patterns in our lives
• Are a daily part of human activity
• Involve content and the process of learning
• Are based on information
• Require information processing
• Require decision making and problem solving
• Are concerned with the development and analysis
  of ones own values (Sunal, 1990)

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What are the Elements of Social Studies?

• Geography
• History
• Civics and Government
• Economics
• Culture and Cooperation

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Geography

• Earth our home
• cardinal directions
• mapping (TOADS)
• landforms
• regions
• the environment and human interaction
• ecology

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History

• time and time lines
• the past
• real people and the continuity of human life
• change
• interpreted facts and the job of the historian
• historical fiction is great source of information
  and emotional connections

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Civics

• Participation and citizenship
• my community (walks)
• political process and voting
• perspective taking
• accepting different opinions
• celebrating diversity
• economics
• social institutions

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Economics

• scarcity
• using resources wisely
• the function of production
• money and economics

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Multicultural Educationor Culture and Cooperation

• interdependency
• similarities and differences
• multiculturalism
• conflict resolution

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Primary Principles for Designing and Selecting
S.S. Activities

• Activities useful for meeting relevant goals
• Appropriate difficulty level (DAP)
• Feasible within existent constraints
• Cost-effectiveness
• (Brophy Alleman, ch. 6)

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Secondary Principles for Designing and Selecting
S.S. Activities

• Activity should accomplish multiple goals
• Motivational value
• Currency of the topic
• Opportunity to complete whole learning task
• Fosters higher-level thinking
• Differentiability of the activities

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Two different methods for planning activities

• Top down - Benchmark and standard driven
• Bottom up - Activity and theme driven

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Top Down Benchmark and Standard driven

• Based on common Curriculum Goals and Content
  standards,
• Select specific benchmarks
• Identify appropriate topics
• Determine activities that can assist students in
  making progress to meet that benchmark
• Look for ways to integrate in multiple content
  areas

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Bottom Up Activity and Theme driven

• Select cross disciplinary themes
• Develop flow of activities
• Consult benchmark chart and determine which will
  be met
• Keep track so that you can be comprehensive in
  assisting students to meet full range of
  benchmarks and make progress on standards.

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Lesson Plan Resource Websites

• National Council for the Social Studies
  http//www.ncss.org/
• Global School Net http//www.gsn.org/
• Global Connection http//commtechlab.msu.edu/site
  s/letsnet/Frames/BigIdeas/B3/index.html
• ERIC http//www.indiana.edu/ssdc/eric_chess.htm
  
• Texas Council for the Social Studies
  http//rgfn.epcc.edu/users/tcss1/
• Social Studies Resources http//www.csun.edu/vc
  eed009/socialstudies.html
• Social Studies (Indiana) http//education.indian
  a.edu/socialst/
• Dr. Marty Levines Stuff http//www.csun.edu/7E
  hcedu013/index.html
• Lesson Plans http//www.csun.edu/7Ehcedu013/plan
  s.html
• National Center for History in the Schools
  http//www.sscnet.ucla.edu/nchs/
• History Social Studies http//www.execpc.com/dbo
  als/
• Some Lesson Sites http//my.execpc.com/dboals/k-
  12.html
• Teachers helping Teachers http//www.pacificnet.n
  et/mandel//SocialStudies.html
• NYT Lesson Plan Archve http//www.nytimes.com/lea
  rning/teachers/lessons/archive.html