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New York State K-12 Social Studies Framework

New York State K-12 Social Studies Framework. Stephen LaMorte Director of Testing, City School District of Rochester Patricia Polan Associate in Instructional Services, Social Studies Office of Curriculum and Instruction. Same 5 NYS Social Studies Learning Standards.

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New York State K-12 Social Studies Framework

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  1. New York State K-12 Social Studies Framework Stephen LaMorte Director of Testing, City School District of Rochester Patricia Polan Associate in Instructional Services, Social Studies Office of Curriculum and Instruction

  2. Same 5 NYS Social Studies Learning Standards • Standard 1: History of the United States and New York • Standard 2: World History  • Standard 3: Geography • Standard 4: Economics • Standard 5: Civics, Citizenship, and Government

  3. Course of Study Remains Same

  4. New York State K-12 Social Studies Framework

  5. The Foundation:Key Ideas, Conceptual Understandings & Content Specifications KEY IDEAS Interdependent CONCEPTUAL UNDERSTANDINGS CONTENT SPECIFICATIONS

  6. How to Read the Framework 4.5 IN SEARCH OF FREEDOM AND A CALL FOR CHANGE: Different groups of people did not have equal rights and freedoms. People worked to bring about change. The struggle for rights and freedoms was one factor in the division of the United States that resulted in the Civil War. (Standards: 1, 5; Themes: ID, TCC, SOC, CIV) 4.5a There were slaves in New York State. People worked to fight against slavery and for change. • Students will examine life as a slave in New York State. • Students will investigate people who took action to abolish slavery, including Samuel Cornish, Fredrick Douglass, William Lloyd Garrison, and Harriet Tubman. Key Idea Conceptual Understanding Content Specifications

  7. Social Studies Practices 1. Gathering, Using, and Interpreting Evidence 2. Chronological Reasoning and Causation 3. Comparison and Contextualization 4. Geographic Reasoning 5. Economics and Economics Systems 6. Civic Participation

  8. Common Core Standards • Reading • Key Ideas and Details • Craft and Structure • Integration of Knowledge & Ideas • Range of Reading & Text Complexity • Writing • Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing • Speaking and Listening • Comprehension and Collaboration • Presentation of Knowledge and Ideas

  9. Common Core Literacy Skills • Reading • Key Ideas and Details • Craft and Structure • Integration of Knowledge & Ideas • Range of Reading & Text Complexity • Writing • Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing • Speaking and Listening • Comprehension and Collaboration • Presentation of Knowledge and Ideas

  10. Unifying Themes • Individual Development & Cultural Identity • Development, Movement & Interaction of Cultures • Time, Continuity & Change • Geography, Humans and the Environment • Development and Transformation of Social Structures • Power, Authority & Governance • Civic Ideals • Creation, Expansion and Interaction of Economic Systems • Science, Technology and Innovation • Global Connections and Exchange

  11. C3 Inquiry Arc Inquiry Arc • Dimension 1: Developing Questions and Planning Inquiries • Dimension 2: Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, and History) • Dimension 3: Evaluating Sources and Using Evidence • Dimension 4: Communicating Conclusions and Taking Informed Action What is the C3 Framework?

  12. NY Social Studies Framework 3 Instructional Shifts • Focus on Conceptual Understanding. • Foster Student Inquiry, Collaboration, and Informed Action. • Integrate Content and Skills Purposefully.

  13. C3 Framework Shifts • Craft questions that matter. • Establish a collaborative context to support student inquiry. • Integrate content and skills meaningfully. • Articulate disciplinary literacy practices and outcomes. • Provide tangible opportunities for taking informed action.

  14. From To Facts Concepts and Content Knowledge Breadth of Topics Depth within Topics Recall Transfer and Connections Instructional Shift #1:Focus on Conceptual Understanding ???? ???? ????

  15. From To Teacher as Disseminator Teacher as Facilitator of Investigation Students Learn Facts from Textbook Students Investigate the Social Sciences Using Multiple Sources Students Retell Interpretations Students Construct Interpretations and Communicate Conclusions Instructional Shift #2:Foster Student Inquiry, Collaboration, and Informed Action ???? ???? ????

  16. Instructional Shift #3: Integrate Content and Skills Purposefully ???? ???? ????

  17. A new paradigm for social studies • In content-rich subjects, traditionally it has been facts first, thinking later …and it hasn’t worked. * * * * * • The C3 Inquiry Arc starts with thinking with a purpose …answering a compelling question

  18. Compelling questions • Intellectually meaty • Kid friendly

  19. Intellectually meaty • Reflects an enduring issue, concern, or debate in the field • Demands the use of multiple disciplinary lenses and perspectives

  20. Kid friendly • Reflects a quality or condition that we know children care about • Honors and respects children’s intellectual efforts

  21. Did Reconstruction Really Free African Americans? • Intellectually meaty? • Kid friendly?

  22. Compelling…or not so compelling? • Why do we need rules? • What are the five largest sources of oil for U.S. markets? • Why is Albany the capital of New York? • Who are our community helpers? • Can Canada and the US be friends forever? • Who won the Cold War?

  23. NYS K-12 Social Studies Resource Toolkit Project • To marry the global vision of the C3 Framework to the content specifics of the NYS Framework in a way that honors, supports, and extends teachers’ and students’ best classroom ambitions • Partnership with SUNY Binghamton; collaboration with C3 authors • Develop Toolkit to equip teachers and districts to design curriculum and instruction

  24. The toolkit project What…and When • Resources —14 Annotated Inquiries (1 per grade) and 70 Abridged Inquiries/(5 per grade) July 2014-August, 2015 • Professional Development—District, State-Level, and National/July 2014-August 2015 • Assessment—Assistance with design of new Regents exams/Spring 2015-Spring 2018/19

  25. Why inquiries rather than units… • Inquiries are not fully-developed content units or modules • Inquiries enable pedagogical coherence • An inquiry need not necessarily cover an entire key idea • A Key Idea (e.g., Native Americans in New York) may necessitate several inquiries • Teacher expertise and agency is key

  26. What should teachers do NOW? • Review Social Studies Practices for Grade Level • Evaluate current instructional practices • Professional Development Readings • Professional Organizations: • Council for the Social Studies (national, state & local) • New York State Elementary Classroom Teachers Associations • http://www.nysecta.org • New York Geographic Alliance • http://www.nygeographicalliance.org/

  27. A Program that Supports Teaching, Learning and Assessment

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