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Social STUdies

Social STUdies. Harnett County Schools * Grades 9-12. Why do we want students to begin seeing things through a conceptual lens?. View Music Video. Change #1 The New Social Studies Essential Standards Are Written Using The Revised Bloom’s Taxonomy.

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Social STUdies

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  1. Social STUdies Harnett County Schools * Grades 9-12

  2. Why do we want students to begin seeing things through a conceptual lens? View Music Video

  3. Change #1The New Social Studies Essential Standards Are Written Using The Revised Bloom’s Taxonomy • Provides the cognitive framework used for all of the North Carolina Essential Standards • Provides common language for all curriculum areas • Use of one verb in a standard/objective

  4. Revised Bloom’s Taxonomy uses the 25 verbs below. • Do not add to the 25 verbs • When you begin adding the specificity needed in identifying the cognitive behavior and use of a common language loses its fidelity. Slide Adapted from Arter, Judy, Jan Chappuis, Stephen Chappuis, and Richard Stiggins. Classroom Assessment for Student Learning: Doing It Right-Using It Well. Educational Testing Service, 2006.

  5. This two dimensional table is used to help determine the type of knowledge and targeted cognitive behavior of a standard. • The knowledge dimension tells you the type of knowledge that the standard wants the student to acquire. • The cognitive dimension tells you the verb which, in turn, informs you of what the student is supposed to do with the type of learning. • The majority of the total K-12 clarifying objectives have been written to the understand level of RBT and at a level of conceptual knowledge.

  6. Change #2The New Social Studies Essential Standards Are Organized Around Five (5) Conceptual Strands • In order to develop fewer standards, which was the charge from the NC State Board of Education, NC SS consolidated the 10 national thematic strands 5 conceptual strands. • The strands provide a framework by which to organize concepts, generalizations and critical content • that are important for understanding • the disciplines of social studies.

  7. National Thematic Strands

  8. Change # 3The New Social Studies Essential Standards Are Written To A Conceptual Framework • The old standards and curriculum are topic-based and are written to focus primarily on facts. • The new conceptually-written standards and curriculum are broadly stated and focus on concepts and transferable ideas. • The topics and facts still have to be taught; however, the new essential standards are designed to move beyond the topics and facts to focus on conceptual ideas andgeneralizations that transfer.

  9. What is concept-based curriculum and instruction? • The Concept-Based Curriculum & Instructional Framework is a three-dimensional design model that allows teachers to identify what is important for students to know, understand, and be able to do in a organized, planned unit of instruction that promotes student engagement and thinking. During instruction, teachers use concepts as a tool to help students see patterns and connections between facts and related ideas in order to reach a deeper understanding of the content.

  10. The Brain Does Not Automatically See The Big Picture (Concepts) Refugees Displacement Movement? Conflict?

  11. Memorizing Facts Alone Does not Help Students See The Big Picture How is this going to help me in life? So What? Who Cares?

  12. The Paradigm Shift: Conceptual Focus From Teaching & Learning Topically To Teaching & Learning Conceptually

  13. Traditional Standards and Curriculum… are topic-based and focus mostly on the facts History: Colonial Era, Lost Colony American Revolution,American Civil War Cultural Geography: South America and Europe, Swahili, Aborigines, Buddhism Civics & Economics: American Revolution, U.S. capitalism, Brown vs. Board of Education, mercantilism

  14. Conceptual Standards and Curriculum… are concept-based and focused on “transferable ideas” History: continuity and change, leadership, revolution, war, conflict Cultural Geography: climate change, location, resources, environmental challenges, human migration, cultural development Civics & Economics: scarcity, justice, freedom, authority, trade

  15. The Structure Of Knowledge People migrate to meet a variety of needs. Migration may lead to new opportunities or greater freedom. PRINCIPLES & GENERALIZATIONS • Migration • Opportunity • Needs • Freedom U.S. Westward Movement TOPIC Early American settlers migrated west. Early American settlers looked for new opportunities.

  16. Concepts • Timeless • Universal • Transferable • Abstract and broad (to various degrees) • Examples share common attributes • Represented by 1-2 words

  17. Topics … • Organize a set of facts related to specific people, places, situations, or things. • Do not transfer • Locked in time, place, or situation

  18. Practice Activity: Concept vs. Topic?Keeping in mind the attributes on the previous slide decide if these words are concepts or topics. Environment Manifest Destiny Computer Age Great Depression Culture Supply and Demand Movement System Civil War Environment C Manifest Destiny T Computer Age T Great Depression T CultureC Supply and Demand C Movement C System C Civil War C

  19. ACTIVITY- • Look at the following images. Indicate if these images can be associated with the 1950s, 1960s, 1970s, or 1980s.

  20. The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT CONCEPT F A C T F A C T F A C T F A C T F A C T F A C T F A C T

  21. The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT CONCEPT TOPIC WHO? WHAT? WHEN ? WHY? HOW? F A C T WHERE?

  22. The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT CONCEPT TOPIC: POST WORLD WAR II (COLD WAR) F A C T F A C T F A C T F A C T F A C T F A C T F A C T

  23. The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CHANGE TOPIC F A C T F A C T F A C T F A C T F A C T F A C T F A C T

  24. The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS • Students will understand that: • Social movements may impact the choices made by people . The “foundational truths” of a discipline. CONCEPT CONCEPT TOPIC F A C T F A C T F A C T F A C T F A C T F A C T F A C T

  25. Looking at a topic through a “conceptual • lens” engages the personal intellect and • emotions of the student so that they… gain a deeper level of understanding retain the factual information because it has relevance are motivated to take ownershipof their learning

  26. The American Media

  27. Persuasive Force

  28. Innovation

  29. Perspective

  30. DECIDING ON A CONCEPTUAL LENS • Supports Unit Title • Provides Direction for Thinking

  31. Writing Generalizations Generalizations = * Essential Understandings * Enduring Understandings * “Big Ideas”

  32. What does this look like in Harnett County?

  33. Describe each of the following as related to the unit

  34. SAMPLE YEARLY PLAN OUTLINES Grade level/Course:Third Grade

  35. Sample 8th Grade Yearly/Semester Plan Outline Grade level/Course:8th Grade

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