Common Core, Common Citizens

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Common Core, Common Citizens

• Teaching Citizenship Using the Elementary
  Essential Standards and Common Core

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NCDPI K-12 Social Studies Team Section
Chief Fay Gore fay.gore_at_dpi.nc.gov Program
Assistant Bernadette Cole bernadette.cole_at_dpi.nc.g
ov K-12 Consultant Ann Carlock Ann.Carlock_at_dpi.nc
.gov K-12 Consultant Steve Masyada Stephen.Masyad
a_at_dpi.nc.gov K-12 Consultant Michelle
McLaughlin michelle.mclaughlin_at_dpi.nc.gov
K-12 Consultant Justyn Knox Justyn.knox_at_dpi.nc.gov

http//ssnces.ncdpi.wikispaces.net/
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Objectives

• The importance of citizenship
• Teaching about citizenship
• Essential Standards and Common Core
• Resources

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Why Does Citizenship Matter?

• But the United States and its democracy are
  constantly evolving and in continuous need of
  citizens who can adapt its enduring traditions
  and values to meet changing circumstances.
  Meeting that need is the mission of the social
  studies. (NCSS, 2010)

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The Civic Responsibility

• Preparing students to become active citizens
  should begin as early as Kindergarten!

• Outside of parents, YOU are going to the be the
  first ones to teach little ones about good
  citizenship!

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Character Education

• At its core, global citizenship relies and builds
  upon character education!
• What you are doing in your classrooms in the
  pursuit of creating students of good character
  already contributes to developing strong national
  and global citizens!

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How do you address it?

• What issues, problems, or concerns have you had
  concerning citizenship education?

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The Essential Standards on Citizenship

• Citizenship education infused throughout the
  standards!
• Standards address both national and global
  citizenship if considered through a civic lens!

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Concepts are

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

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Example Civic Concepts

• Responsibility
• Rights
• Citizenship
• Government
• Identity

• Freedom
• Authority
• Rule of Law
• Regulation
• Consequence

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The Standards

• Kindergarten
• First Grade
• Second Grade

• Third Grade
• Fourth Grade
• Fifth Grade

Open your own standards! Which ones might reflect
civic concepts?
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Brainstorm!

• With a colleague, look at the provided
  standards/objectives for the grade level of your
  choice that could be used in a unit or lesson on
  national and global citizenship.
• What sorts of concepts relating to national or
  global citizenship would you be able to teach
  using the given standards?

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Ideas

• Looking at the standards and the concepts that
  you came up with, work with colleagues to address
  the following question How might you teach
  towards the concepts and standards in order to
  help students become active and engaged citizens?

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Share Out

• So what ideas did we come up with? Select one or
  two ideas to share with the room!

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Connecting the Essential Standards to Common Core
Anchor Standards

• Expectations of Common Core are integrated into
  Essential Standards as written
• For example
• Focus on primary and secondary texts.
• Historical thinking and disciplinary literacy

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Literature and Texts!

• NCSS offers a number of trade books relating to
  citizenship
• NCSS Trade Bookshttp//www.socialstudies.org/reso
  urces/notable

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Walk Through

• Essential Standards and Common Core for books
• GRACE FOR PRESIDENT
• http//kristenremenar.com/grace-for-president/

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(No Transcript)
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Grace for President

• Can be connected to many different areas and
  grade levels of Essential Standards and Common
  Core
• Reading, Writing, and Speaking!

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Summary

• Look at all the presidents that we have had!
• Whats missing????
• A woman!
• When Grace realizes this, she decides that SHE
  will be president of the school!

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• As you watch the video, reflect on connections to
  the Essential Standards and to Common Core

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ES Connections

• Kindergarten
• K.H.1.1 Explain how people change over time
  (self and others)
• K.G.1.1 Use maps to locate places in the
  classroom, school, and home
• K.CG.1.1 Exemplify positive relationships
  through fair play and friendship
• K.CG.1.2 Explain why citizens obey rules in the
  classroom, school, home, and neighborhood
• K.C.1.1 explain similarities in self and others

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ES Connections

• First Grade
• 1.H.1.3 Explain why national holidays are
  celebrated.
• 1.G.1.3 Understand the basic elements of
  geographic representations using maps
• 1.CG.1.1 Explain why rules are needed in the
  home, school, and community
• 1.CG.1.2 Classify the roles of authority
  figures in the home, school, and community
• 1.CG.1.3 Summarize various ways in which
  conflicts could be resolved in homes, schools,
  classrooms, and communities

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ES Connections

• Second Grade
• 2.H.1.1 Use timelines to show sequencing of
  events.
• 2.H.1.2 Identify contributions of historical
  figures through various genres
• 2.G.1.2 Interpret the meaning of symbols and the
  location of physical and human features on a map.
  
• 2.CG.1.1 Explain government services and their
  value to the community
• 2.CG.1.2 Explain how governments establish
  order, provide security and create laws to manage
  conflict
• 2.C.1.2 Recognize the key historical figures and
  events that are associated with various cultural
  traditions
• 2.C.1.3 Exemplify respect and appropriate social
  skills needed for working with diverse groups.

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ES Connections

• Third Grade
• 3.H.1.2 Analyze the impact of contributions made
  by diverse historical figures in local
  communities and regions over time
• 3.H.2.1 Explain change over time through
  historical narratives
• 3.G.1.5 Summarize the elements (cultural,
  demographic, economic, and geographic) that
  define regions, community, state, nation, and
  world
• 3.G.1.6 Compare various regions according to
  their characteristics
• 3.CG.1.3 Understand the three branches of
  government, with an emphasis on local government.
• 3.CG.2.1 Exemplify how citizens contribute
  politically, socially, and economically to their
  community.
• 3.CG.2.3 Apply skills in civic engagement and
  public discourse.

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ES Connections

• Fourth Grade
• 4.G.1.4 Explain the impact of technology on
  North Carolinas citizens, past and present
• 4.CG.1.2 Compare the roles and responsibilities
  of state elected leaders.
• 4.CG.2.2 Give examples of rights and
  responsibilities of citizens according to the
  North Carolina Constitution.

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ES Connections

• Fifth Grade
• 5.G.1.3 Exemplify how technological advances
  (communication, transportation, and agriculture)
  have allowed people to overcome geographic
  limitations.
• 5.CG.1.2 Summarize the organizational
  structures and powers of the United States
  government.
• 5.CG.1.3 Analyze historical documents that
  shaped the foundation of the United States
  government.
• 5.CG.2.1 Understand the values and principles
  of a democratic republic.
• 5.CG.2.2 Analyze the rights and
  responsibilities of United States citizens in
  relation to the concept of common good
  according to the United States Constitution.
• 5.CG.2.3 Exemplify ways in which the rights,
  responsibilities, and privileges of citizens are
  protected under the United States Constitution.
• 5.CG.2.4 Explain why civic participation is
  important in the United States.
• 5.C.1.4 Understand how cultural narratives
  (legends, songs, ballads, games, folk tales and
  art forms) reflect the lifestyles, beliefs, and
  struggles of diverse ethnic groups.

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Collaboration Time

• Based on what we have seen and heard, how might
  you align Grace for President with the
  elementary Common Core Standards?
• Reading
• Writing
• Speaking

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Third Grade Example Reading

• Reading Describe how Grace exemplifies good
  citizenship and contributes to her own win
  (RL.3.3)

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Third Grade Example Speaking

• Speaking Collaborative discussions centering
  around elections of a class president, details of
  the story speech/campaign about being president
  (SL.3.1)

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Third Grade Example Writing

• Writing Why should Grace (or I, or someone
  else) be president of the class? (W.3.1)

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Resources

• North Carolina Social Studies Wiki
  http//ssnces.ncdpi.wikispaces.net/
• National Council of the Social Studieshttp//www.
  socialstudies.org/
• NCSS Trade Bookshttp//www.socialstudies.org/reso
  urces/notable
• Assessment Sampleshttp//ssnces.ncdpi.wikispaces.
  net/AssessmentSamples26AssessmentInformation

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Additional Resources

• http//smithsonianeducation.org/
• http//www.fordham.edu/halsall/
• http//free.ed.gov/index.cfm
• http//publications.newberry.org/k12maps/

• https//www.cia.gov/library/publications/the-world
  -factbook/
• http//www.civics.unc.edu/resources/intro.php
• http//avalon.law.yale.edu/default.asp
• http//edsitement.neh.gov/

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Math and Science Partnerships

• MSP 2013-2014
• RFP published September 3, 2013
• Intent to apply due September 30, 2013
• Full proposals due November 30, 2013
• For more information contact
• Beverly G. Vance, Science Section Chief
• Division of Curriculum and Instruction
• North Carolina Department of Public Instruction
• Beverly.vance_at_dpi.nc.gov