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Elementary Social Studies Curriculum

Elementary Social Studies Curriculum. 2016. Sister Edward Quinn, IHM. Standards processes. Catholic Identity. standards. NCSS Standards 10 themes of Social Studies C3 STANDARDS Focus on skills and correlations to ELA literacy Standards. Ncss standards—10 Themes.

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Elementary Social Studies Curriculum

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  1. Elementary Social Studies Curriculum 2016 Sister Edward Quinn, IHM

  2. Standards processes Catholic Identity

  3. standards • NCSS Standards • 10 themes of Social Studies • C3 STANDARDS • Focus on skills and correlations to ELA literacy Standards

  4. Ncss standards—10 Themes

  5. Ncss standards—10 Themes

  6. Ncss standards—10 Themes

  7. Ncss standards—10 Themes

  8. College, Career, and Civic Life C3 Framework for Social Studies State Standards ELEMENTARY

  9. Rationale for the C3 Framework Marginalization of the Social Studies Motivation of Students The Future of Our Democracy

  10. What is Social Studies? Write your definition of social studies.

  11. Social Studies Defined The social studies is an interdisciplinary exploration of the social sciences and humanities, including civics, history, economics, and geography, in order to develop responsible, informed, and engaged citizens and to foster civic, global, historical, geographic, and economic literacy.

  12. Vision Document What would you say are the objectives of the new Social Studies framework? http://connected.socialstudies.org/blogs/john-lee/2014/02/21/new-video-on-c3-instruction

  13. What are the Objectives of C3? a) enhance the rigor of the social studies disciplines • build critical thinking, problem solving, and participatory skills to become engaged citizens • align academic programs to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies.

  14. What is the ultimate goal? For students to study civics, economics, geography, and history to become active and engaged citizens in the 21st century.

  15. Principles of the C3 Framework • Prepares the nation’s young people for college, careers, and civic life; • Inquiry is at the heart of the social studies • Formed by core* disciplines of civics, economics, geography, and history; *Appendices for Psychology, Sociology, Anthropology (9-12)

  16. Principles of the C3 Framework • Composed of deep and enduring understandings, concepts, and skills from the disciplines.  • Emphasizes skills and practices as preparation for democratic decision-making. • Shares in the responsibilities for literacy instruction in K-12 education.

  17. C3 Foundations Disciplinary Literacy Civic Life Inquiry Arc

  18. The Fourth Pillar Catholic Identity Connections to faith values and the role of the Church in the history and culture of the community should permeate Social studies instruction at every level.

  19. THE 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

  20. DISCIPLINARY LITERACY Literacies derived from the Common Core State Standards in English language Arts/Literacy form an essential thread required by the actual demands of college, work, and civic life. Disciplinary Literacy is the use of discipline-specific practices to access, apply, and communicate content knowledge.

  21. CIVIC ENGAGEMENT Active and responsible citizens are able to identify and analyze public problems, deliberate with other people about how to define and address issues, take constructive action together, reflect on their actions, create and sustain groups, and influence institutions both large and small. They vote, serve on juries when called, follow the news and current events, and participate in voluntary groups and efforts. 

  22. How Does a Historian Read? What reading behaviors and habits are needed to “read” this document? How does that relate to: Inquiry? Disciplinary Literacy? Civic Engagement? Catholic Identity?

  23. How Does a Geographer Read? What reading behaviors and habits are needed to “read” this document? How does that relate to: Inquiry? Disciplinary literacy? Civic Engagement?

  24. How Does a Political Scientist Read? What reading behaviors and habits are needed to “read” this document? How does that relate to: Inquiry? Disciplinary literacy? Civic Engagement?

  25. Instructional Shifts for Social Studies 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.

  26. Compelling and Supporting Questions Compelling questions focus on real social problems, issues, and curiosities about how the world works • Intellectually meaty • Kid friendly Examples: • Was the American Revolution revolutionary? • Was the Civil Rights movement of the 1960’s a success? • Why do we need rules?

  27. Compelling and Supporting Questions Supporting questions scaffold students’ investigations into the ideas and issues behind a compelling question. Examples: • What were the regulations imposed on the colonists under the Townshend Acts? • What legislation was enacted as a result of the Civil Rights Movement? • What are some rules that families follow?

  28. Reflect and discuss… How does questioning by teachers and questioning by students prepare students for college, career, civic and Church life?

  29. Reflect and discuss… Why do you think it was important for the writers of the C3 Framework to make strong connections to the Common Core State Standards? What are some concerns with making those connections?

  30. ActivityReflecting on the Shifts for Social Studies Adapted from achievethecore.org What Does This Look Like In the Classroom?

  31. Where Can I Learn More? http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

  32. content Expectations Changes Future Projections

  33. Content sequence

  34. Grade 5 Grade 5 Social Studies is based on the history and geography of the Western Hemisphere, including the development of cultures, civilizations, and empires, interaction between societies, and the comparison of the government and economic systems of modern nations. It also incorporates elements of some of the social sciences. The course is divided into eight Key Ideas that cover a time span from prehistory into modern times. . The Western Hemisphere

  35. Grade 5 GEOGRAPHY IN THE WESTERN HEMISPHERE: • 5.1 The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. • 5.1a Physical maps reflect the varied climate zones, landforms, bodies of water, and natural resources of the Western Hemisphere.

  36. Grade 5 • 5.1b The Western Hemisphere can be divided into regions. Regions are areas that share common identifiable characteristics such as physical, political, economic, or cultural features. Regions within the Western Hemisphere include: •  North America (Canada and the United States) •  Mesoamerica (Mexico and Central America) •  Caribbean •  South America • 5.1c The physical environment influences human population distribution, land use, and other forms of economic activity.

  37. Grade five EARLY PEOPLES OF THE AMERICAS • 5.2 The first humans in the Western Hemisphere modified their physical environment as well as adapted to their environment. Their interactions with their environment led to various innovations and to the development of unique cultures. • 5.2a Various forms of scientific evidence suggest that humans came to North America approximately 25,000 to 14,000 years ago and spread southward to South America. • 

  38. Grade 5 EARLY PEOPLES OF THE AMERICAS: 5.2The first humans in the Western Hemisphere modified their physical environment as well as adapted to their environment. Their interactions with their environment led to various innovations and to the development of unique cultures. 5.2a Various forms of scientific evidence suggest that humans came to North America approximately 25,000 to 14,000 years ago and spread southward to South America.

  39. Grade 5 COMPLEX SOCIETIES AND CIVILIZATIONS: • 5.3Between 1100 BCE and 1500 CE, complex societies and civilizations developed in the Western Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. • 5.3a Civilizations share certain common characteristics of religion, job specialization, cities, government, language and writing systems, technology, and social hierarchy.

  40. Grade 5 • 5.3b Complex societies and civilizations adapted to and modified their environment to meet the needs of their people. • 5.3c Political states can take different forms such as city-states and empires. A city-state is comprised of a city with a government that controls the surrounding territory, while an empire is a political organization developed when a single supreme authority takes control over other geographic and/or cultural regions beyond its initial settlements.

  41. Grade 5 EUROPEAN EXPLORATION AND ITS EFFECTS: • 5.4 Various European powers explored and eventually colonized the Western Hemisphere. This had a profound impact on Native Americans and led to the transatlantic slave trade. • 5.4a Europeans traveled to the Americas in search of new trade routes, including a northwest passage, and resources. They hoped to gain wealth, power, and glory. • 5.4b Europeans encountered and interacted with Native Americans in a variety of ways.

  42. Grade 5 • 5.4c The transatlantic trade of goods, movement of people, and spread of ideas and diseases resulted in cultural diffusion. This cultural diffusion became known as the Columbian Exchange and reshaped the lives and beliefs of people. • 5.4d Africans were captured, brought to the Americas, and sold as slaves because laborers were needed. Their transport across the Atlantic was known as the Middle Passage.

  43. Grade 5 INDEPENDENCE MOVEMENTS: • 5.5 Beginning in the late 18th century, independence movements took place in the Western Hemisphere for a variety of reasons. These independence movements and their outcomes varied by location. • 5.5a In some areas of the Western Hemisphere the desire for independence led to political revolutions.

  44. Grade 5 GOVERNMENT: • 5.6 The political systems of the Western Hemisphere vary in structure and organization across time and place. • 5.6a Government structures vary from place to place, as do the structure and functions of governments in the countries of the Western Hemisphere today. • 5.6b Legal, political, and historic documents define the values, beliefs, and principles of constitutional democracy. • 5.6c Across time and place, different groups of people have struggled and fought for equality and civil rights using different means, and the sources of power and authority in Western Hemisphere nations have responded to issues of justice and inequality with different approaches.

  45. Grade 5 ECONOMICS: • 5.7 The people of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other as well as with other countries around the world. • 5.7a Peoples of the Western Hemisphere have engaged in a variety of economic activities to meet their needs and wants. • 5.7b Countries trade with other countries to meet economic needs and wants. They are interdependent.

  46. Grade 5 • 5.7c Different types of economic systems have developed across time and place within the Western Hemisphere. These economic systems include traditional, market, and command which address the three economic questions: what will be produced, how it will be produced, and who will get what is produced?

  47. Grade 5 COMPARATIVE CULTURES: • 5.8The populations of the countries of the Western Hemisphere are diverse and the cultures of these countries are rich and varied. The nations of the Western Hemisphere have been participated in and benefited from international organizations that promote cultural understanding, peace and cooperation. • 5.8a The populations of the countries of the Western Hemisphere are diverse and varied. • 5.8b The countries of the Western Hemisphere have unique characteristics and achievements that distinguish them from other countries.

  48. Grade 5 • 5.8c Multinational organizations and non-governmental organizations in the Western Hemisphere seek to activity encourage cooperation between nations, protect human rights, support economic development and provide assistance in challenging situations.

  49. Grade 6 Social Studies is based on the history and geography of the Eastern Hemisphere, including the development of cultures, civilizations, and empires, interaction between societies, and the comparison of trends in government and economics. It also incorporates elements of some of the social sciences. The course is divided into eight Key Ideas that cover a time span from pre-history into the 1300s. The eastern hemisphere

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