Next Generation Social Studies, K-12. Joey Wiseman Social Studies Coordinator WVDE. Introductions:. Name School What you teach. Overview. Shifting from passive to active learning Engaging students Creating opportunity for inquiry Constructing knowledge
Social Studies Coordinator
What you teach
Shifting from passive to active learning
Creating opportunity for inquiry
Defining standards-based teaching
Select one item that appeals to you.
Return to your seat and take a closer look.
I think _____________________because
Move around and find a partner who has an item with a similar theme or idea.
Now, organize yourselves in groups of 5 with the same theme. Discuss the rationale for your connection.
Create a newspaper headline which reflects your connection.
Sit with your group
Share and Justify
Baseball: Across a Divided Society
Children’s Lives at the Turn of the 20th Century
Japanese American Internment during WWII
The NAACP: A Century in the Fight for Freedom
I think _____________________because
what teachers cover
a description of what students should KNOW, UNDERSTAND, and DO
This session is NOT about new activities or strategies; it’s about using your standards and objectives correctly and building DEEP, RICH understandings!
Vision for the College, Career, and Civic Life (C3)Framework for Inquiry in Social Studies State StandardsGuidance for states to use in enhancing their standards for rigor in civics, economics, geography, and history in K-12 schools
In the advent of the development and mass adoption of the common core state standards for English language arts and mathematics, state and local agencies have now expressed a need to the Council of Chief State School Officers (CCSSO or the Council) for assistance as they upgrade existing social studies standards to meet the practical goal of preparing young people for effective and successful participation in college, careers, and civic life.
WVDE only posts in PDF now. Word Version may be found on Secretary of State’s site.
Link to this may be found on social studies website:
Teachers resource page on this site is full of resources.
This stands for example. It is not something that is required to be taught. In some cases the document is not even the document that goes along with that time in history, however this is only to show you the types of things that would be appropriate.
If you see bullets then they are required.
Review the Standards and Objectives for your grade level.
In what ways are these Next Generation CSOs different from the ones you most recently used?
See – Think - Wonder
Now each group will complete their Analysis sheet.
Now tape your Document to the center of chart paper and at the top state one claim you can make from your document and at the bottom write one question you still have.
Consider your CSOs
What evidence will you accept?
Is there more than one way to demonstrate understanding?
How will you collect it?
1 2 3 4 5
Apply to real-world
David T. Conley
Electronic Resource Packages have been realigned to the Next Generation Standards. http://wveis.k12.wv.us/teach21/public/ssr/I_menu.cfm?CFID=5669410&CFTOKEN=62350396
We are also in the process or realigning all Instructional Guides, Unit Plans, and PBL’s as well.
History Clusters are the big Ideas around each year of Instruction
The majority of objectives will not be taught in isolation.
There are some skills and other objectives that are true stand-alone objectives.
Civics, Geography, Economics and Literacy should be combined around the history clusters.
Participants will choose the grade level they work with most often and will attempt to chunk Civics, Geography, and Economics objectives around the history clusters. These objectives may be used multiple times among the clusters.**
**Note: Civics does not have history clusters so they have to create their own clusters.
National Archives http://www.archives.gov/education/lessons/worksheets/
Teacher Resources Library of Congress http://www.loc.gov/teachers/index.html#