Welcome to Unwrapping the NGSSS Social Studies Standards!

1. Welcome to Unwrapping the NGSSS Social Studies Standards! Good morning! Please sign in!

2. Unwrapping Standards Determining what students need to learn so that a common assessment can be identified

3. Course Objectives: • Participants will be able to: • See how unwrapping the standards is a process embedded within their Professional Learning Community. • Indentify essential standards within the curriculum. • Understand the importance of unwrapping the standards. • Apply the process of unwrapping the standards to your content that you teach. • Be able to communicate the process and decisions with colleagues. • Understand how to align lessons and assignments after standards have been unwrapped.

5. How does this fit into the PLC process? Unwrapping the Standards

6. The Process of Instructional Planning Traditional Practice Select a topic from the curriculum Design instructional activities Design and give an assessment Give grade or feedback Move on to new topic Standards-based Practice Select standards from among those students need to know Design an assessment (the end in mind )through which students will have an opportunity to demonstrate those things Decide what learning opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn Use data from assessment to give feedback, reteach, or move to the next level

7. Essential Learning What knowledge and skills must I impart to my students THIS year so that they will enter NEXT year’s class with confidence AND readiness for success?

8. “We may be focused on the tested standards today, but overall success of our students it is important to keep in mind what they will need for Success in subsequent years of schooling and in life itself”. Douglas Reeves

9. The Big Picture To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction. -Stephen R. Covey

10. The Steps of Unwrapping the Standards Learning Objectives – What do I want my students to understand? What skills and knowledge will they need? Evidence/Assessment- How do I know they understand? Planning- What next?

11. What type of targets are included in each standard?

12. Types of Learning Targets Knowledge Reasoning Skills Products

13. Knowledge Targets • The facts and concepts we want students to know. • Often stated using verbs such as knows, lists, names, identifies, and recalls. • Also call for procedural knowledge, knowing how to do something, uses. H.O. 24

14. Reasoning Targets Students use what they know to reason and solve problems. Represent mental processes such as predicts, infers, classifies, summarizes, compares, concludes, analyzes.

15. Patterns of Reasoning Inductive Deductive Comparison Classification Evaluation Synthesis

16. Skill Targets Students use their knowledge and reasoning to act skillfully. Skill targets refer to performances that must be heard or seen to be assessed. Knowledge targets always underlie skill targets.

17. Product Targets Students use their knowledge, reasoning, and skills to create a concrete product. Product targets include creating a table, graph, or scatter plot, notate music, use desktop computer to create presentation, create wellness plan.

18. Example Describe how events, ideas, or information are organized (e.g., chronology, comparison, cause and effect) in a whole text or in part of a text.

19. What type of targets are included in each standard?

20. Bloom’s Taxonomy

21. H.O. 27

22. H.O. 28

27. Cognitive complexity refers to the cognitive demand associated with a standard. What are students asked to DO! Cognitive Complexity Beginning on H.O. 29

28. Webb’s Depth of Knowledge

29. Beginning the Process

30. LEARNING OBJECTIVE Abstract A focus on larger ideas Helps students see relevance and purpose Helps to ensure student understanding Allows for transfer to other content

31. Brevity • Conceptual • Open-ended • Enduring Attributes of Learning Objectives

32. Learning Objectives represent that deep thinking, the end result we want students to ‘walk away with’ and see as relevant to their own lives. It is the educator that decides the Learning Objective, but it is the student that will ultimately say them. That is why as educators we must often word Learning Objectives in student friendly language. Jane’sWisdom… US pg. 30

33. Narratives need a specific setting and supporting details to advance plot. Stories need a place to happen with details that keep readers interested. Descriptive writing develops a main idea with supporting details. The strongest nonfiction writing explains an idea completely. Samples of Adult-worded to Student-worded

34. Identifying Learning Objectives Read the standard thoroughly Underline ideas Make additional notes Look for nouns (Knowledge) and skills (verbs) Phrase in a way that lets the student know what they need to concentrate on and why

35. Start with the STANDARD Determine the meaning of words and phrases in a text, including vocabulary specific to domains related to history / social studies.

36. Learning Objectives Determine the meaning of words and phrases in a text, including vocabulary specific to domains related to history / social studies. Learning Objective: I must understand the meaning of vocabulary words and phrases that I read in social studies text.

37. LET’S TAKE A LOOK AT THE NGSSS STANDARDS

38. Strand: GEOGRAPHY Standard 4: Understand the characteristics, distribution, and migration of human populations. BENCHMARK CODEBENCHMARK SS.6.G.4.1Explain how family and ethnic relationships influenced ancient cultures. SS.6.G.4.2Use maps to trace significant migrations, and analyze their results. SS.6.G.4.3Locate sites in Africa and Asia where archaeologists have found evidence of early human societies, and trace their migration patterns to other parts of the world. SS.6.G.4.4Map and analyze the impact of the spread of various belief systems in the ancient world. Strand: ECONOMICS Standard 1: Understand the fundamental concepts relevant to the development of a market economy. BENCHMARK SS.6.E.1.1Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth. SS.6.E.1.2Describe and identify traditional and command economies as they appear in different civilizations. SS.6.E.1.3Describe the following economic concepts as they relate to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship). NGSSS SOCIAL STUDIES STRANDS, STANDARDS AND BENCHMARKS

39. Now that we have identified the Essential Standards…..let’s UNWRAP!!

40. Your Turn Each person will work on a NGSSS Standard for the course your teach. Frame the standard into a Learning Objective Ask yourself what a student must concentrate on for this benchmark Remember it is still at an abstract stage.

41. Identifying Learning Objectives Read the standard thoroughly Underline ideas Make additional notes Look for nouns (Knowledge) and skills (verbs) Phrase in a way that lets the student know what they need to concentrate on and why

42. UNWRAPPING SHEET STANDARD: ______________________________________________ ________________________________________________________ LEARNING OBJECTIVE: PLANNING QUESTIONS:

43. SHARE OUT Share the Learning Objective that you created for the standard you selected.

44. ONE HOUR • Red Robin • Moe’s • Burger Kings • Beef O’Brady’s • Tijuana Flats • Honey Baked Ham • And many more…

45. Standards Based Education

46. Identify Desired Results In this step you are unwrapping the standard, listing Learning Objectives AND Planning Questions.

47. Planning Questions: Have no right answer Are meant to be argued Broad Answered by “enduring understandings” of the concepts

48. Developing Planning Questions Two to five per unit. Open ended Look at how and why Consider depth of knowledge Use kid friendly language Natural sequence Use as organizers Share with other teachers

49. PLANNING QUESTIONS STANDARD: Determine the meaning of words and phrases in a text, including vocabulary specific to domains related to history / social studies. LEARNING OBJECTIVE: I must understand the meaning of vocabulary words and phrases that I read in social studies text. PLANNING OBJECTIVES: HELP YOU DETERMINE WHAT YOU NEED TO INCORPORATE INTO YOUR LESSONS TO HELP STUDENTS MEET THE LEARNING OBJECTIVE.

50. From Learning Objectives to Planning Questions Planning Questions What strategies will help readers better understand the meaning of vocabulary words? How do effective readers identify important vocabulary words in text?