SOCCIAL STUDIES MATTERSNew High School Social Studies Curriculum

Phase 1 Implementation

August 28, 2014

NORMS 1. We will maintain a positive tone at our

workshops. 2. We will not complain about a problem unless we

are offering a solution. 3. We will begin and end our meetings on time and

stay fully engaged throughout each meeting. 4. We will contribute equally to the team workload.5. We will listen respectfully and consider matters

from another’s perspective.

Everything Is Awesome!

• http://www.youtube.com/watch?v=rGnH6JPsv7E&sns=em

Social Studies Matters • April 2014 – New NYS SS Frameworks are implemented and passed by the Board of

Regents https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework-video

• Summer of 2014 – Teacher Collaborative Council Working on Toolkit or Blueprints for topics to be studied in classrooms

• 2014-2015: State –Wide Pilot of Lesson Activities formulated by teachers across the state.

• Fall 2014: Brief Field Guide Published to get Teachers and school districts begin thinking about how they are going to move forward with the process.

• June 2015: Official Toolkit Published to assist teachers and districts in formulating curriculum at local level

• June 2017: New Regents Assessment Aligned Completely to New Frameworks (Important Notice on Content Presently Assessed)

What is new about social studies and what do I need to know for this upcoming school year?

• New HS Curriculum Implementation Is In Three Phases

• Phase 1 : 2014-2015 – Professional Development on skills needed and Interim Assessments

• Phase 2: 2015-2016-Pilot Activity Plans • Phase 3: 2016-2017-Full Implementation

SOCIAL STUDIES IN NEW YORK AND THE SCSD

Instruction

Teacher Development Based on NYS Blueprints

Assessment

Ongoing Professional Development

New NY State Frameworks +

FRAMEWORK ≠ STANDARDS

Three Major Shifts In Teaching & Learning

SHIFT 1: Developing Questions and Planning Inquiries (Questions That Matter)

SHIFT 2:Evaluating Sources and Using Evidence

SHIFT 3:Communicating/Critiquing Conclusions and Taking Informed Action

New Social Studies Framework

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SHIFT ONE: The SHIFT ONE: The Inquiry Arc Inquiry Arc Developing Developing Questions and Questions and Planning InquiresPlanning Inquires (Questions That (Questions That Matter)Matter)

• Constructing Compelling Questions

• Constructing Supporting Questions

• Determining Helpful Resources

Essential/Compelling/Focus/Inquiry Questions

Have no right or wrong answer; meant to be argued

Designed to provoke and sustain inquiry while focusing learning and final performances

Often address conceptual or philosophical foundations of a discipline

Raise other important questions

Naturally and appropriately recur

Stimulate vital, ongoing rethinking of big ideas, assumptions and prior lessons

Review your focus question again

Is is a provocative question?Is it written in student-friendly language?

Does it promote inquiry and address conceptual foundations of the discipline?

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ON A POST-IT NOTE WRITE A COMPELLING QUESTION ON THE FOLLOWING TOPIC:

“systems of government”

SHARE YOUR QUESTION WITH YOUR TABLE GROUP

TABLE GROUP CHOOSES ONE QUESTION OR COMES UP WITH A DIFFERENT QUESTION TO SHARE WITH THE WHOLE GROUP

New Social Studies Framework

K-12 Unifying Themes• 1. Individual Development and Cultural Identity• 2. Development, Movement, and Interaction of Cultures• 3. Time, Continuity, and Change• 4. Geography, Humans, and the Environment• 5. Development and Transformation of Social Structures• 6. Power, Authority, and Governance• 7. Civic Ideals and Practices• 8. Creation, Expansion, and Interaction of Economic Systems• 9. Science, Technology, and Innovation• 10. Global Connections and Exchange

New Social Studies Framework

Common Core Anchor Standards for History/Social Studies

K-12 Social Studies Practices(these are all mentioned in the National C3 Framework)

1) Chronological Reasoning and Causation

2) Comparison and Contextualization

3) Geographic Reasoning

4) Gathering, Using, and Interpreting Evidence

5) The Role of the Individual in Social/Political Participation

K-12 Social Studies Practices

1) Chronological Reasoning and Causation

2) Comparison and Contextualization

3) Geographic Reasoning

4) Gathering, Using, and Interpreting Evidence

5) The Role of the Individual in Social/Political Participation

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Shift 2: Shift 2: Evaluating Evaluating Sources and Sources and Using EvidenceUsing Evidence

• Gathering and Evaluating Sources

• Developing Claims Using Evidence

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Shift 2: Shift 2: Evaluating Evaluating Sources and Sources and Using EvidenceUsing Evidence

New Social Studies Framework

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SHIFT 3: SHIFT 3: Communicating Communicating Conclusions and Conclusions and Taking Informed Taking Informed ActionAction• Communicating Conclusions (DBQ PROJECT)

• Critiquing Conclusions

• Taking Informed Action

SOCIAL STUDIES MATTERS

Phase 1 2014-2015

• Familiarize ourselves with the Framework• Voluntarily Teach the Habits of Historian Unit• Begin to practice the major shifts through

strategies and best practices from Reading Like A Historian and The DBQ Project

• Ongoing Professional Development on New Frameworks, Reading Like A Historian and The DBQ Project

• ** Ongoing Surveying and Feedback of Process

Systems of Accountability

• District- Wide Interim Assessments on Argumentative Writing – 2 at Grade 9 – 2 at Grades 10-11– 2 in Participation In Government/ Black History* Local Measure of SLO Process Reflects Beyond The

Bubble Assessments in Reading Like A Historian Initiative

Support

• Professional Libraries at each High School • Professional Development with Compensation • Ongoing Coaching Support for DBQ Project • Ongoing Professional Development For

Reading Like A Historian • Supervisor Planning and Teaching • Continuous access to Communication at

www.ssmatters.com

October 4th PD

Nov. 15th, January 31st, February 28th 9 am -1pm

August 28th, March 13th

Ambassadors (PLC)

• Meets for 2 Hours on the following dates: – 10/8, 2/11, 3/12,5/20

“Our Democratic Republic will not sustain unless students are aware of their changing cultural and physical environments; know the past; read, write, and think deeply; and act in ways that promote the common good.”The College, Career and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography and History p. 5