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Training for the Georgia Performance Standards Elementary Grades Focus. Day 1: Standards-Based Education and the Social Studies Georgia Performance Standards. Getting Acquainted. Name Card: First Name or Nickname Grade-level & School
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Georgia Performance Standards
Program Specialist 3-5
1754 Twin Towers East
Atlanta, Georgia 30334
Office phone: 404-463-5024
Enrichment & Extension
What will the redelivery look like?
Online modules addressing the Phase IV - K - 5 Social Studies training will be posted on http://edtech.kennesaw.edu/gps/gpsonlinemoodle.htm. As each module is created, it will become available.
Here you can link to a sample moodle course.
Click here to e-mail Jerrie Cheek to register your system for free
SCROLL DOWN to get registration instructions
What does this mean?
Trying to teach in the 21st century without conceptual schema for knowledge is like trying to build a house without a blueprint.
-H. Lynn Erickson
What is conceptual teaching?
What it’s not?
From How Students Learn: History in the Classroom
National Research Council
Migration is a psychologically driven response to meet an internal need.
(Erickson refers to these as Generalizations)
*Early American settlers migrated West
*Early American settlers looked for new opportunities.
From Concept-Based Curriculum and Instruction: Teaching Beyond the Facts
H. Lynn Erickson
Reviewing the new SS GPS, think about your confidence level in the 4 domains of Social Studies instruction.
Complete the content area development survey. Place completed surveys in the basket on the front table.
This information will be used to develop additional training for implementation of the new standards.
The future belongs to a very different kind of person with a very different kind of mind – creators and empathizers, pattern recognizers and meaning makers. These people – artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers – will now reap society’s richest rewards and share it greatest joys.
A Whole New Mind
Elements from different standards may have something in common:
Group standards according to their commonalities.
Element A, C
Enduring Understanding: The students will understand that when there is conflict between or within societies, change is the resultConnecting Themes and Enduring Understandings
4H4a,b,c,d: The student will explain the causes, events, and the results of the American Revolution.
4H5a,b,d: The student will analyze the challenges faced by the new nation (creating our government).
4H5e: The student will analyze the challenges faced by the new nation (second war with Britain).
4H6a: Describe territorial expansion
4H7a-b: The student will examine the main ideas of the abolitionist and suffrage movements.
4G2d: Explain how each force (American & British) attempted to use the physical geography of each battle site to its benefit.
4E1e: Describe how trade promotes economic activity (such as how trade activities in the early nation were managed differently under the Articles of Confederation and the Constitution).
Activity #4 Part A
Activity #4 Part B
Identify the supporting content for the Unit Focus. Determine the specific elements within the standard needed to learn the Connecting Theme.
Include any appropriate Map or Informational Skills from the matrix.
Complete the Unit Connecting Theme box on the curriculum map.
Draw the template on a piece of chart paper and fill in the boxes according to your group’s unit focus and post on the wall.
Walk around and view other ideas, use yellow sticky notes to make comments.
Please contact anyone in the Social Studies Department with any questions you may have about Social Studies GPS.
2 Wows & a Wish
See you at Day 2!