Social Studies Standard Articulated by Grade Level

1. Social Studies Standard Articulated by Grade Level Arizona Department of Education Public Forums - Videoconferences August 23 – 24, 2005

2. Social Studies Standard Articulation Project • A collaborative effort of: • Social Studies Task Force • Social Studies Articulation Committee • Universities and Colleges • Professional Organizations

3. Social Studies Committee Members Represent: • Geographic and ethnic diversity of the state • Grades K – 12, colleges and universities • Rural and urban communities and school districts, including those on Indian Reservations • Large and small school districts • Charter schools • Different levels of teaching experience

4. Amphitheater Benchmark Charter Bullhead City Cartwright Casa Grande Challenge Charter Chandler Chinle Chino Valley Cottonwood - Oak Creek Deer Valley Gilbert Glendale Kyrene Lake Havasu Maricopa County Mesa Miami Paradise Valley Peoria Prescott Sacaton Salt River Scottsdale Sierra Vista Tolleson Tuba City Tucson Washington Winslow Yuma Participating Districts

5. Sierra Vista Phoenix Winslow Tucson Paradise Valley Cottonwood Casa Grande Prescott Scottsdale Mesa Peoria Mohave Valley Yuma Flagstaff Lake Havasu Buckeye Glendale Salt River Indian Community Chandler Chino Valley Tuba City Miami Gilbert Sacaton- Gila River Indian Community Chinle Tempe Tolleson Statewide Representation

6. Universities and Colleges • Arizona State University • Arizona State University West • Northern Arizona University • University of Arizona • Grand Canyon University • Mesa Community College • Scottsdale Community College

7. Professional Organizations • Arizona Council for the Social Studies • Arizona Geographic Alliance • Arizona Council for Economic Education • Arizona Historical Society • Arizona Civics Coalition • Bill of Rights Institute • National Council for the Social Studies • Kids Voting, USA

8. Timeline of the Standard Project • Spring 2004 – Task Force decided on the need for articulation of the Social Studies Standard • June 2004 – Committee was formed following the established ADE procedures and began development of the Standard

9. Timeline - continued • March 2005 – Social Studies Standard Draft went through a Public Review Process • April – June 2005 – Social Studies Standard writing committee reviewed comments from the public and external reviewers and revised the draft accordingly

10. Timeline - continued • June 27, 2005 – Revised draft submitted to the State Board for adoption • Board requested: • additional clarification of K-3 content • additional opportunities for public input • a two-year period to transition from the “current” document to the “new”

11. Timeline - continued • July - August 2005 • Committee members met and clarified primary content • Additional revisions made to K -8 based on public, university and State Board input • Newly-revised draft posted for public review • Two-year transition plan developed

12. Cross Curricular Connections • K- 8 reference library (trade books): • Aligned to Social Studies and Science standards • Developed by teachers • Already in progress; will be accessible on the IDEAL website • Correlation of K-6 reading programs to Social Studies and Science standards • Planned trainings in curriculum mapping and cross curricular lesson planning

13. Timeline - continued • August 31, 2005 -Committee will reconvene to review public feedback and revise document accordingly • September 26, 2005 – Revised draft will be presented to State Board for adoption

14. The Committee’s shared vision (the intent) of the document: • Our students will be prepared to function as informed citizens of a democratic nation and a global community; • be knowledgeable of U.S. and world affairs to more effectively participate in an increasingly interdependent world.

15. Design • Strands • Five: US History, World History, Civics, Geography, Economics • Scope and Sequence • K-3 introduces concepts • 4-8 revisits concepts in more depth • High School analyzes concepts in great depth

16. Considerations in Articulating by Grade Level: • Specificity: • How general/how detailed? • How much/how little?

17. Specificity Diverse Audience/Users: • How will we provide both inexperienced teachers new to the content, and veteran teachers with content expertise, a clear understanding of what is expected?

18. Specificity Consistency: • How will we ensure that content does not vary depending upon the school students attend or the instructional materials they use?

19. Specificity Clarity: • How will we clearly distinguish what knowledge, skills and abilities students need to know and be able to do at each grade level, particularly in measuring learning (assessment)?

20. Specificity Cohesiveness: • How will the content spiral through the grades to develop depth of understanding over time?

21. Scope and Sequence K-1 • Kindergarten History Strands introducethe concept of explorationas a means of discovery and a way of exchanging ideas, goods, and culture. Important presidents and symbols of our country are also introduced. • First Grade History Strands introducethe concept that settlement enabled cultures and civilizations to develop in different places around the world,advancing their own and later civilizations.Exploration is revisitedby introducingthe impact of interactionbetween Native Americans and Europeans during the period of colonization.

22. Scope and Sequence - Grades 2-3 • Second Grade History Strands introduce how the United States became a nation. The impact of exploration is revisitedthrough theintroduction ofwestern expansion of the New Nation. The development and contributions of cultures and civilizations are expanded into the continent of Asia. • Third Grade History Strands introducethe reasons for and effects of exploration as a foundation for further study in fourth and fifth grades. The development of our nation from the Civil War through the early 20th century is introduced. The development and contributions of cultures and civilizations are expandedthrough the introduction of ancient Greece and Rome.

23. Scope and Sequence - Grades 4 -5 • Fourth Grade History Strands emphasize the history of Arizona and the Southwest from its earliest civilizations to modern times. Early civilizations in Central and South America, as well as concurrent events in the Middle Ages which spurred explorationof the New World, are studied to provide a foundation for the study of the Southwest. • Fifth Grade History Strands emphasize American history from the earliest Native American cultures through the Civil War. The issues of exploration and rebellion as they occurred throughout the world are also studied in more depth.

24. Scope and Sequence - Grades 6 -8 • Sixth Grade History Strands emphasize World history from its earliest cultures through the Industrial Revolution, including the Industrial Revolution in the United States. • Seventh Grade History Strands emphasize American history from the Civil War to World War II, the causes and effects of world wars, the concept of imperialism and its impact on world events. • Eighth Grade History Strands emphasize the historical foundations and democratic principles that framed our Constitution and led to our form of democracy.Postwar events to the contemporary world are studied.

25. Revisions to the June Draft

26. K – 8 Scope and Sequence Added • A Scope and Sequence of the main concepts, the “big ideas” taught in the History Strands, has been added for clarity on page viii of the document.

27. July-August Revisions • Rewording of Grades K-3 POs - per discussions with Early Childhood Specialists • In the stem of the PO, emphasis was placed on the concept, the “big idea”, rather than an individual or an event.

28. Example - Kindergarten PO 1. Identify Christopher Columbus as an early European explorer of North America. was changed to:

29. Example - Kindergarten PO 1.Recognize that explorers (e.g., Columbus, Leif Ericson) traveled to places in the world that were new to them. The “big idea” is that explorers traveled to new places, not the identity of specific explorers.

30. Deletion of POs or bullets - rationale • “Grain size” was inconsistent: too small or too large • Fragments: POs that lacked connections to other POs in the Concept, Strand, or other Strands • Skill required is not developed at this grade level

31. Too large in “grain size” Example – Sixth Grade PO 2. Describe the impact of innovations and inventions developed during the Industrial Revolution: • textile industry – factory system, sewing machine, cotton gin • manufacturing – mass production of interchangeable parts and assembly lines • steel industry • transportation – road improvements, steam power, railroad

32. Too large in “grain size” was changed to: PO 2.Describe how innovations and inventions during the Industrial Revolution impacted industry, manufacturing, and transportation.

33. Lacked connections within Strand Example – 2nd Grade Concept 7: Age of Imperialism PO 1. Recognize reasons (e.g., land, world power, resources) why England and Spain wanted to rule other countries (Africa, Americas). Deleted –Does not connect with content in this or other Strands

34. Expected skill level Example - Kindergarten PO 1. Name days of the week and months of the year. Deleted -Skill required is not yet introduced/developed at this grade level; does not align with Math Standard for Kindergarten

35. July-August Revisions: Addition of POs - rationale • When a transition was needed to address identified gaps between concepts or POs • When content required clarification • When emphasis was needed on the “big idea” of the concept or strand

36. Smoother transition Example – Second Grade PO 1. Recognize that American colonists and Native American groups lived in the area of the Thirteen Colonies which were ruled by England. New PO added for transition from Native Americans to colonization to American Revolution

37. Clarify content Example– Kindergarten PO 2. Recognize that exploration resulted in the exchange of new ideas, culture, and goods (e.g., foods, animals, plants, artifacts).

38. Clarify content New PO added to clarifywhy students are learning that explorers traveled to places that were new to them (PO 1). PO 1.Recognize that explorers (e.g., Columbus, Leif Ericson) traveled to places in the world that were new to them.

39. Emphasize the “big idea” Example – Second Grade Describe how trade (e.g., Marco Polo’s travels to Asia) led to the exchange of goods (i.e., spices, silk) and ideas. New PO added to emphasize the“big idea” of the Strand: that civilizations developed and, through exploration and trade, shared knowledge and ideas.

40. July-August Revisions: Change in wording of POs -rationale • To eliminate the perception that bullets or e.g.s are “lists” to be memorized • To clarify the intent of the PO or Concept • To make POs more manageable for students and teachers • To combine POs with similar content

41. Bullets and e.g.s are not “lists” to be memorized Example - Third Grade Identify different levels of government (e.g., local, tribal, county, state, and national). was changed to:

42. Bullets and e.g.s are not “lists” to be memorized Recognize that there are different levels of government (e.g., local, tribal, county, state, and national). Students are not expected to memorize the Different levels of government, but to understand that there are different levels in our system of government.

43. Clarify the intent of the PO or Concept Example – First Grade PO 1. Discuss the ancestors of the Native American as hunters and gatherers. PO 2. Identify prehistoric Native American cultures in the Southwest region of North America (e.g., Mogollon, Anasazi, Hohokam).

44. Clarify the intent of the PO or Concept The two POs were reworded and replaced by: PO 1. Recognize that the development of farming allowed groups of people to settle in one place and develop into cultures / civilizations (i.e., Anasazi, Hohokam, Moundbuilders, Aztec, Mayan). The intent of the Concept, showing the link between the ideas of the two original POs, was missing. It was restated and clarified in the new PO.

45. More manageable for students and teachers Example – Third Grade PO 1.Describe the contributions made by the following people in American history and the continuous impacts they made on the Civil Rights movement in the United States (e.g., Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., Malcolm X, Elizabeth Cady Stanton, César Chavez, Annie Wauneka). was changed to:

46. More manageable for students and teachers PO 1.Recognize that individuals (e.g., Susan B. Anthony, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., César Chavez, Annie Wauneka)have supported the rights and freedoms of others. The objective for the students is restated to understand that individuals have supported the rights of others; the list of examples suggested to the teacher are more manageable in the new PO.

47. Combining POs with similar content Example – Fourth Grade PO 1. Describe the reasons for early Spanish exploration of Mexico and the Southwestern region of the United States. PO 2. Describe how the following Spanish explorers contributed to the development and settlement of the Southwest: • Cabeza de Vaca • Estevan • Fray Marcos de Niza • Francisco Vásquez de Coronado

48. Combining POs with similar content were combined into one PO: PO 1.Describe the reasons for early Spanish exploration of Mexico and the Southwestern region of the United States by: • Cabeza de Vaca • Estevan • Fray Marcos de Niza • Francisco Vásques de Coronado

49. Key Features of the Standard Document

50. Key Features of the Revised June Draft • Revisions • Concept Descriptors • Use of i.e. and e.g. • Integration • Notes to the teacher • Spiraling • Integration • Research Skills • Contemporary U.S. and World