Welcome to Social Studies Essential Standards Training

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Welcome to Social Studies Essential Standards
Training

• Presenters
• Debbie Knapp Southmont
• Jennifer Laughlin Franklinville
• Candy Thompson John Lawrence
• Amy Tysinger Trinity
• Beth White Ramseur
• Amanda Willingham Tabernacle
• Judi Cagle CSI, Trindale

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Agenda

• Rationale for Social Studies Instruction
• Overview of Structural Changes
• Unpacking the Standards
• Vertical Progression of Concepts
• Revised Blooms Taxonomy
• Integration of Information and Technology Skills

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Norms

• Be Respectful
• Be Responsible
• Be a Learner
• Cell phones off
• Take bathroom
• breaks as needed

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How are we doing teaching Social Studies content?
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Test your Social Studies IQ!!! True or False??
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Supply and Demand is a concept that is taught in
First Grade.
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TRUE!!!!!!
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First graders will describe roles in families.
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False!
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First graders will compare languages of various
cultures.
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TRUE!!!!!!
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Teachers will use folklore in teaching about
cultures.
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TRUE!!!!!!
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First graders will describe how transportation
links to communities.
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False!
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The highest level of Revised Blooms is evaluate.
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False!
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• STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S
  TAXONOMY
• FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK

WIC ACRE Accountability and Curriculum Reform Effort in Response to A Framework For Change

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Each standard uses multiple verbs from Revised
Blooms Taxonomy.
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False! One verb per standard!!!!!
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Civics and Government is one of the 5 strands in
the NC ES for Social Studies.
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• The Five Conceptual Strands

• Time, Continuity Change

• Individuals, Groups Institutions

• Science, Technology Society

• People,
• Places Environments

• Civic Ideals Practices

• Culture

• Power, Authority Governance

• Individual Development Identity

• Production, Distribution Consumption

• Global
• Connections

• 7/10/2011 page 15

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Civil War is an example of concept based teaching.
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It depends!!!!! The Civil War is a topic, civil
war is a concept!
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• The Paradigm Shift

• From
• Teaching
• Learning
• Topically

• To
• Teaching
• Learning
• Conceptually

• http//www.supermanhomepage.com/multimedia/Wallpap
  er-Images2/phonebooth.jpg

• 7/10/2011 page 17

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• The Structure Of Knowledge

• PRINCIPLES
• GENERALIZATIONS

• CONCEPT

• CONCEPT

• TOPIC

• FACT

• F A C T

• F A C T

• F A C T

• F A C T

• F A C T

• F A C T

• 7/10/2011 page 25

• 7/10/2011 page 25

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• Concepts

• Timeless
• Universal
• Transferable
• Abstract and broad (to
• various degrees)
• Examples share
• common attributes
• Represented by 1-2
• words

• 7/10/2011 page 25

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• Concept vs. Topic?

• Find the bag of words on your table
• Sort the words into 2 categories.

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• Major Changes in the NC SS Essential Standards

Use of Revised Blooms Taxonomy Use of Strands Conceptual focus

• 7

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Effective Social Studies Instruction What does the teacher do well? What could he have done better? http//cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

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Integrating Information and Technology Skills

• Nan York
• Executive Director of Media and Technology
• Randolph County Schools

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• Unpacking the Essential Standards

• The unpacking document...
• Identifies what a student must understand

• (Conceptual Knowledge)
• Concepts and Generalizations

• Identifies what a student must know
  (Factual Knowledge)
• Critical Content

• Identifies what a student must be able to do
• (Procedural Knowledge)
• Skills
• Not every clarifying objective will have this.

• 8/4/2011 page 22

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• Strands and Coding

• HHistory, GGeography and Environmental
  Literacy, EEconomics and Financial Literacy,
  CGCivics and Government, and CCulture

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• Geography and Environmental Literacy

Conceptual Knowledge
Factual Knowledge
Procedural Knowledge

• 8/4/2011 page 22

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Jigsaw by Strand
History
Geography and Environmental Literacy
Economics and Financial Literacy
Civics and Government
Cultures
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Gallery Walk 15 minute Break

• As you read each poster, use colored dots to
  denote the following
• Blue/Green Dot Great Idea!
• Red/Yellow Dot I need this too!

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Vertical Progression

• Highlight new concepts as they are introduced
  across the grades.
• What are the implications if one grade level
  neglects this strand?
• Reflect on your own teaching. How will you
  balance your teaching of each strand in the
  coming year?

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Vertical Progression

• What are the implications if one grade level
  neglects this strand?
• Reflect on your own teaching. How will you
  balance your teaching of each strand in the
  coming year?

41

• STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S
  TAXONOMY
• FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK

WIC ACRE Accountability and Curriculum Reform Effort in Response to A Framework For Change

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