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Welcome to Social Studies Essential Standards Training

Welcome to Social Studies Essential Standards Training. Presenters: Debbie Allen Tricia Beane Tina Yates Kelly Bryant Patty Davis Catherine Davis Paige Motley Susan Byrd Beth Cuhna. Agenda. Rationale for Social Studies Instruction Overview of Structural Changes

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Welcome to Social Studies Essential Standards Training

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  1. Welcome to Social Studies Essential Standards Training Presenters: Debbie Allen Tricia Beane Tina Yates Kelly Bryant Patty Davis Catherine Davis Paige Motley Susan Byrd Beth Cuhna

  2. 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

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

  4. How are we doing teaching Social Studies content?

  5. Test your Social Studies IQ!!! True or False??

  6. Teaching the North Carolina Constitution & The Preamble is a new objective. True or False?

  7. True or False? Teaching the role of major NC industries have played in the state, nation and world.

  8. True or False? I will teach the similarities and differences among NC people; past and present.

  9. True or False? I will teach the regions of NC.

  10. True or False? We will teach NC History up to The Civil War.

  11. Plans are being developed for a new EOG in Social Studies.

  12. FALSE!!!!!

  13. The highest level of Revised Blooms is evaluate.

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

  15. Each standard uses multiple verbs from Revised Blooms Taxonomy.

  16. False! One verb per standard!!!!!

  17. Civics and Government is one of the 5 strands in the NC ES for Social Studies.

  18. The Five Conceptual Strands • Time, Continuity & Change • Science, Technology & Society • Civic Ideals & Practices • Power, Authority & Governance • Production, Distribution & Consumption • Individuals, Groups & Institutions • People, Places & Environments • Culture • Individual Development & Identity • Global Connections • 7/10/2011 • page 15

  19. Civil War is an example of concept based teaching.

  20. It depends!!!!! The Civil War is a topic, civil war is a concept!

  21. The Paradigm Shift From Teaching & Learning Topically http://www.supermanhomepage.com/multimedia/Wallpaper-Images2/phonebooth.jpg To Teaching & Learning Conceptually 7/10/2011 • page 17

  22. 7/10/2011 • page 25 7/10/2011 • page 25 The Structure Of Knowledge F A C T CONCEPT F A C T PRINCIPLES & GENERALIZATIONS F A C T TOPIC F A C T F A C T CONCEPT F A C T F A C T

  23. 7/10/2011 • page 25 Concepts • Timeless • Universal • Transferable • Abstract and broad (to various degrees) • Examples share common attributes • Represented by 1-2 words

  24. Concept vs. Topic? • Find the bag of words on your table • Sort the words into 2 categories.

  25. Major Changes in the NC SS Essential Standards 7

  26. 11 Fourth Grade- N.C. History 2009 General Assembly House Bill 1032 • Yearlong instruction on N.C. History and geography in the elementary grades. 4th Grade Focus: • Pre-colonial through Reconstruction 10

  27. 8/4/2011 • page 22 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.

  28. Strands and Coding H–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy, C&G–Civics and Government, and C–Culture

  29. Jigsaw by Strand

  30. 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!

  31. 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?

  32. 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?

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

  34. Integrating Information and Technology Skills

  35. Extras that we do: Junior Achievement Chocolate Economics Beth Newingham

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