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Welcome to Social Studies Essential Standards Training

Welcome to Social Studies Essential Standards Training. Presenters: Brooke Barham Angela Harris Stacey Holden Marie Patterson Lora Ritter Mindy Tyson Beth Whitener. Agenda. Rationale for Social Studies Instruction Overview of Structural Changes

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Welcome to Social Studies Essential Standards Training

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  1. Welcome to Social Studies Essential Standards Training Presenters: Brooke Barham Angela Harris Stacey Holden Marie Patterson Lora Ritter Mindy Tyson Beth Whitener

  2. Agenda • Rationale for Social Studies Instruction • Overview of Structural Changes • Integration of Information and Technology Skills • Unpacking the Standards • Vertical Progression of Concepts • Revised Blooms Taxonomy

  3. NormsPLC Norms • Be Respectful • Be Responsible • Be a Learner • Cell phones off • Take bathroom breaks as needed

  4. How are we doing teaching Social Studies content?

  5. Test your Social Studies IQ!!! True or False??

  6. Third Grade Third grade is geography specific (has a specific focus on the geography strand?)

  7. TRUE!!!!!!

  8. Third Grade Topics are taught in isolation.

  9. FALSE!!!!!

  10. Third Grade Third grade students should be able to identify selected personalities associated with major holidays and cultural celebrations.

  11. FALSE!!!!!

  12. Third Grade Third grade is responsible for teaching both absolute and relative locations.

  13. TRUE!!!!!!

  14. Third Grade Students will learn how entrepreneurship affects a market economy.

  15. TRUE!!!!!!

  16. Plans are being developed for a new EOG in Social Studies.

  17. FALSE!!!!!

  18. The highest level of Revised Blooms is evaluate.

  19. STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK

  20. Each standard uses multiple verbs from Revised Blooms Taxonomy.

  21. False! One verb per standard!!!!!

  22. Civics and Government is one of the 5 strands in the NC ES for Social Studies.

  23. The Five Conceptual Strands Time, Continuity & Change Science, Technology & Society Civic Ideals & Practices Power, Authority & Governance Production, Distribution & Consumption Individuals, Groups & Institutions People, Places & Environments Culture Individual Development & Identity Global Connections 7/10/2011 • page 15

  24. Civil War is an example of concept based teaching.

  25. It depends!!!!! The Civil War is a topic, civil war is a concept!

  26. The Paradigm Shift From Teaching & Learning Topically http://www.supermanhomepage.com/multimedia/Wallpaper-Images2/phonebooth.jpg To Teaching & Learning Conceptually 7/10/2011 • page 17

  27. 7/10/2011 • page 25 7/10/2011 • page 25 The Structure Of Knowledge F A C T CONCEPT F A C T PRINCIPLES & GENERALIZATIONS F A C T TOPIC F A C T F A C T CONCEPT F A C T F A C T

  28. 7/10/2011 • page 25 Concepts • Timeless • Universal • Transferable • Abstract and broad (to • various degrees) • Examples share • common attributes • Represented by 1-2 • words

  29. Concept vs. Topic? • Find the bag of words on your table • Sort the words into 2 categories.

  30. Major Changes in the NC SS Essential Standards 7

  31. 8/4/2011 • page 22 Unpacking the Essential Standards: • The unpacking document... • Identifies what a student must understand • (Conceptual Knowledge) • Concepts and Generalizations • Identifies what a student must know • (Factual Knowledge) • Critical Content • Identifies what a student must be able to do • (Procedural Knowledge) • Skills Not every clarifying objective will have this.

  32. Strands and Coding H–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy, C&G–Civics and Government, and C–Culture

  33. 8/4/2011 • page 22 Geography and Environmental Literacy Conceptual Knowledge Factual Knowledge Procedural Knowledge

  34. Jigsaw by Strand

  35. Gallery Walk – 15 minute Break • As you read each poster, use colored dots to denote the following: • Blue/Green Dot –Great Idea! • Red/Yellow Dot – I need this too!

  36. Vertical Progression • Highlight new concepts as they are introduced across the grades. • What are the implications if one grade level neglects this strand? • Reflect on your own teaching. How will you balance your teaching of each strand in the coming year?

  37. Vertical Progression • What are the implications if one grade level neglects this strand? • Reflect on your own teaching. How will you balance your teaching of each strand in the coming year?

  38. STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK

  39. Essential Standard 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time

  40. .

  41. Essential Standard 3.G.1.1 Find absolute and relative locations of places within the local community and region

  42. .

  43. Essential Standard 3.E.2.2 Give examples of entrepreneurship in various regions of our state

  44. Essential Standard 3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens

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