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Social Studies Standard Articulated by Grade Level. Arizona Department of Education Public Forums - Videoconferences August 23 – 24, 2005. Social Studies Standard Articulation Project. A collaborative effort of: Social Studies Task Force Social Studies Articulation Committee

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social studies standard articulated by grade level

Social Studies Standard Articulated by Grade Level

Arizona Department of Education

Public Forums - Videoconferences

August 23 – 24, 2005

social studies standard articulation project
Social Studies Standard Articulation Project
  • A collaborative effort of:
    • Social Studies Task Force
    • Social Studies Articulation Committee
    • Universities and Colleges
    • Professional Organizations
social studies committee members represent
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
participating districts
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
statewide representation
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
universities and colleges
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
professional organizations
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
timeline of the standard project
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
timeline continued
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
timeline continued10
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”
timeline continued11
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
cross curricular connections
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
timeline continued13
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
the committee s shared vision the intent of the document
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.
design
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
considerations in articulating by grade level
Considerations in Articulating by Grade Level:
  • Specificity:
    • How general/how detailed?
    • How much/how little?
specificity
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?
specificity18
Specificity

Consistency:

  • How will we ensure that content does not vary depending upon the school students attend or the instructional materials they use?
specificity19
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)?
specificity20
Specificity

Cohesiveness:

  • How will the content spiral through the grades to develop depth of understanding over time?
scope and sequence k 1
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.
scope and sequence grades 2 3
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.
scope and sequence grades 4 5
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.
scope and sequence grades 6 8
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.
k 8 scope and sequence added
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.
july august revisions
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.
example kindergarten
Example - Kindergarten

PO 1. Identify Christopher Columbus as an early European explorer of North America.

was changed to:

example kindergarten29
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.

deletion of pos or bullets rationale
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
too large in grain size
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
too large in grain size32
Too large in “grain size”

was changed to:

PO 2.Describe how innovations and

inventions during the Industrial

Revolution impacted industry,

manufacturing, and transportation.

lacked connections within strand
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

expected skill level
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

july august revisions addition of pos rationale
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
smoother transition
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

clarify content
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).

clarify content38
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.

emphasize the big idea
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.

july august revisions change in wording of pos rationale
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
bullets and e g s are not lists to be memorized
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:

bullets and e g s are not lists to be memorized42
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.

clarify the intent of the po or concept
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).

clarify the intent of the po or concept44
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.

more manageable for students and teachers
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:

more manageable for students and teachers46
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.

combining pos with similar content
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
combining pos with similar content48
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
key features of the revised june draft
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
revisions how to read the document
Revisions - How to Read the Document
  • Black text - Revisions made in response to the March public review for the June draft
  • Blue strikeout text – Performance Objectives in the June draft that were deleted or modified
  • Red text – New Performance Objective or new wording for an existing Performance Objective revised during July/August
key features of the document concept descriptors
Key Features of the Document – Concept Descriptors
  • Concept Descriptors appear on pages 1 – 4 of the document
  • Concept Descriptors present the “big idea” or key understanding that is to be taught through the Performance Objectives
key features of the document use of i e
Key Features of the Document –Use of i.e.
  • i.e. – specific items that mustbe included in the study of the topic

Grade 8 Strand 3

Concept 2: Structure of Government

PO 5. Describe the line of succession to the

presidency (i.e., 25th Amendment, through

Cabinet members).

key features of the document use of e g
Key Features of the Document – Use of e.g.
  • e.g. – suggestions for the teacher; items from which they may choose an example; the teacher may choose to use another example not included in the e.g.

Grade 7 Strand 1

Concept 7: Emergence of Modern U.S.

PO 4. Identify the following groups’ contributions to

the changing social and political structure of the

United States:

c. industrialists (e.g., Andrew Carnegie, John D.

Rockefeller)

key features of the document integration
Key Features of the Document -Integration
  • In grades 4 – 8, American and World History complement each other to offer students a picture of our country’s history in view of world events.
integration
Integration
  • Geography, Economics and Civics are integrated within the context of American and World History as appropriate.
integration57
Integration
  • Performance Objectives are not designed to be taught in isolation, but in clusters.
example the industrial revolution
Example – The Industrial Revolution
  • Grade 6
  • Connections between Strands
    • Strand 1- American History
    • Strand 2- World History
    • Strand 4- Geography
    • Strand 5- Economics
  • Twelve Performance Objectives can be addressed with this topic
example of strand integration
Example of Strand Integration

Strand 1- American History

Concept 7:Emergence of the Modern United States

PO 3. Discuss how the Industrial Revolution in the UnitedStates was supported by multiple factors (e.g., geographic security, abundant natural resources, innovations in technology, available labor, global markets).

PO 4.Determine the effect of the Industrial Revolution on the United States.

PO 5. Discuss the relationship between immigration and industrialization.

strand integration sixth grade
Strand Integration - Sixth Grade

Strand 2- World History

Concept 5:Encounters and Exchange

PO 2. Describe how innovations and inventions during the Industrial Revolution impacted industry, manufacturing, and transportation.

PO 3.Determine the effect of the Industrial Revolution on the Western World.

strand integration sixth grade61
Strand Integration - Sixth Grade

Strand 4- Geography

Concept 2: Places and Regions

PO 2.Describe the factors that cause regions and places to change.

Concept 4: Human Systems

PO 4. Identify factors (e.g., river/coastal civilizations, trade, Industrial Revolution).that influence the location, distribution, and interrelationships ofeconomic activitiesover time in different regions.

strand integration sixth grade62
Strand Integration - Sixth Grade

PO 6.Describe how changes in technology, transportation, communication, and resources affect the location of economic activities in places and world regions (e.g., Industrial Revolution, Imperialism).

Concept 5: Environment and Society

PO 1.Describe ways that human dependence on natural resources influences economic development, settlement, trade and migration.

strand integration sixth grade63
Strand Integration - Sixth Grade

Strand 5- Economics

Concept 1: Foundations of Economics

PO 5. Explain how trade promoted economic growth throughout world regions.

Concept 2: Microeconomics

PO 1. Describe how investment in human capital (e.g., education, job training, apprenticeships) leads to economic growth.

PO 2. Describe how investment in physical capital (e.g., factories, machinery, and new technology) leads to economic growth.

key features of the document notes to the teacher
Key Features of the Document –Notes to the Teacher
  • Teacher instructions and notes are included in Grades K – 6 to guide teachers:
    • in the spiraling of concepts through the grade levels
    • in content integration across the Strands
notes to teacher spiraling
Notes to Teacher - Spiraling
  • Example - Fifth Grade

Concept 6: Civil War and Reconstruction

(Note: The Civil War was introduced in Grade 3 and the Civil War in Arizona was taught in Grade 4.)

notes to teacher integration
Notes to Teacher - Integration
  • Cross-references between Strand concepts is provided in Grades K – 6

Example – Fifth Grade

Strand 3 - Civics

Concept 2

PO 2. Describe how the Constitution is

designed to limit central government

(e.g., freedom from a controlling

monarchy).

Connect with:

Strand 1 Concept 3, 4

notes to teacher integration68
Notes to Teacher - Integration
  • Correlation to other articulated standards is provided in Grades K - 6

Example – First Grade

Strand 4 - Geography

Concept 4

PO 3. Describe how people earn a living in the community

and the places they work.

Connect with:

Reading Strand 2 Concept 2

Strand 5 - Economics

Concept 1

PO 5. Recognize various forms of U.S. currency.

Connect with:

Math Strand 1 Concept 1

notes to teacher research skills
Notes to Teacher - Research Skills
  • Concept 1: Research Skills for History
    • These performance objectives are identical in Strands 1 and 2.
    • They are intended to be taught in conjunction with appropriate American or World History content, when applicable.
notes to teacher contemporary u s and world
Notes to Teacher – Contemporary U.S. and World
  • Strand 1
    • Concept 10: Contemporary United States: 1970s – Present
  • Strand 2
    • Concept 9: Contemporary World
notes to teacher contemporary u s and world71
Notes to Teacher – Contemporary U.S. and World

Both concepts explore current events and

issues as they shape our nation and the

global community in which we live.

They are included at every grade level

as a study of current events.

in summary
In Summary
  • Concepts are the focus of understanding;
  • performance objectives are the means to teach that concept
in summary73
In Summary
  • Concepts are designed to be:
    • introduced in the primary grades so that students can gain awareness of the world;
    • developed in the intermediate grades so that students can expand what they know;
    • studied in depth in high school so that students can critically analyze the dynamic interaction of the five strands of the standard
in summary74
In Summary
  • Specificityprovides:
    • clarity
    • consistency
    • cohesiveness
public review
Public Review
  • Visit the ADE website http://www.ade.state.az.us/ for information on how to provide feedback on the Standard Draft:
public review feedback
Public Review - Feedback
  • Survey
  • Email AcadStandards@ade.az.gov
  • FAX
  • U.S. Mail
  • Share comments tonight
thank you for joining us this evening
Thank you for joining us this evening.

We appreciate your time and your interest in

the Social Studies Standard.

Marie Mancuso

Deputy Associate Superintendent

Carol C. Warren

Education Program Specialist – Social Studies