CCRS Implementation Team #3
Quarterly Meeting
Social Studies Session
http://alex.state.al.us/ccrs/
OUTCOMES
Participants Will:
• Revisit Dimensions I & II of the EQuIP Rubric.
• Analyze Dimensions III & IV of the EQuIP Rubric.
• Identify instructional strategies that will incorporate literacy standards into
content instruction.
• Examine evidence of student learning.
• Explore the 2010 Revised Alabama Social Studies Course of Study.
• Differentiate between Alabama Courses of Study: Social Studies 2004 and 2010
Documents.
• Prepare to share resources with district LEA team and colleagues.
Reflection on the EQuIP Rubric:
Dimensions I and II
Savings & Loan Protocol
• What experiences have you had in applying the
EQuIP Rubric?
• How has your experience with the EQuIP Rubric
impacted your planning process?
• What tools have you found to be helpful in your
planning process?
Analyze Dimensions III and IV of the
EQuIP Rubric
Instructional Supports and Assessment
• Create a Hotdog Foldable with the headings.
• Think of 5 words that describe each term.
• Share, compare, and list the words you have in common
with other group members.
• Develop a common definition for each term:
instructional supports and assessment.
INSTRUCTIONAL SUPPORTS
Purposeful Planning for Strategies
• Sort the instructional strategies into subcategories of the
Literacy Standards.
• Discuss how this technique would help in the purposeful
selection of strategies and standards for instruction.
• From those you sorted choose 1-3 strategies that you would
like to incorporate in a lesson.
Examining Evidence of Student Learning
Does the student work show mastery of (or toward) the
standard?
• Sort your student work samples into 3 stacks: “no”, “partial”,
or “yes”.
• What does this tell you about what your students know about
the day’s lesson?
• What does this tell you about the role strategies play in content
instruction?
RECAP
Strategies Used Today
1.
2.
3.
4.
5.
6.
Foldable
T-Charts
Close Read
Mark the Text
Concept Map
RISC
Adopted 2010
ALABAMA COURSE OF STUDY:
SOCIAL STUDIES
http://alex.state.al.us/ccrs/
Remember Dr. Bice’s Five (5) Absolutes
S: Teach to the Standards
C: Through a clearly articulated and locally aligned curriculum
R: Supported by resources
A: Monitored through formative, interim, benchmark assessments
G: Goal of ALL students graduating college and career ready
SO WHAT SHOULD THE PREPARED GRADUATE LOOK LIKE?
Possesses the
knowledge and
skills needed to
enroll and succeed
in credit-bearing,
first-year courses at
a two- or four-year
college, trade
school, technical
school, without the
need for
remediation.
Possesses the ability
to apply core
academic skills to
real-world situations
through collaboration
with peers in problem
solving, precision,
and punctuality in
delivery of a product,
and has a desire to be
a life-long learner.
SOCIAL STUDIES AND THE PREPARED GRADUATE
Promoting the Literacy Standards and Critical Thinking
in the Social Studies
These higher-order critical thinking skills developed and practiced through an integrated
approach will create an informed, engaged, responsible citizenry able to:
 Understand democratic values and
principles including equality, fairness,
working toward a common good;
 Understand democratic processes and
institutions such as laws, justice,
representative democracy, civil discourse,
and due process;
 Practice reasoned decision-making by
taking a position and defending it with
supporting facts, accurate information, and
reasoned conclusions;
 Demonstrate participatory skills that
include listening, speaking, and
communicating through civil
discourse, consensus-building,
compromise, formal debate, and
presentation of multiple
perspectives;
 Evaluate sources of information to
identify bias, unbalanced
perspective, and prejudice;
 Become engaged, active citizens in
the democratic process and the
well-being of our national heritage.
Preparing All Students for College, Career and Citizenship:
The Role of Social Studies
In today’s education reform discussions we hear much at the national
level about the need to prepare students for college and career. While
it is vitally important to our nation’s future that every student be
prepared to succeed in higher education and in the workforce, it is
vital to the health and future of our democracy that our schools
also prepare students for a lifetime of knowledgeable, engaged,
and active citizenship. All teachers in all subject areas can work
toward preparing students to become effective citizens.
What Does A Responsible Citizen Look Like?
 Informed and
active
 Aware of
various levels
of civic
responsibility
 A global
perspective
characterized
by cultural
diversity
 A plan and
prepared to
succeed
(PLAN 2020)
Alabama CCRS: Social Studies
Provides the
framework
Helps achieve the
goal of student
mastery of content
Identifies concepts,
information and
progression
Specifies the what
students should
know and be able
to do
Contains minimum
required content
National Council of Social Sciences (NCSS)
Conceptual Framework of Content Standards
GOAL
Responsible
Citizenship
Geography
Economics
History
Civics and Government
Alabama CCRS and Our Course of Study
Position Statements
DIRECTIONS
1. Select 1 chunk of text per participant.
a. Independently reflect on what your chunk means make connections with your
work.
b. Jot down your thinking on the back of your chunk.
2. In groups of 3-4, discuss with others unlike text chunks.
a. Share your text chunk
b. What insights are gained from the text chunk? Implications to your work?
3. Next, meet in groups that have the same “Position Statements”
a. Reread the groups common text chunk as a group.
b. Dialogue and chart insights and implications
4. As a Whole Group
a. Each group share your groups thinking.
b. What are the implications to our work?
COMPONENTS OF
2010 REVISED ALABAMA
COURSE OF STUDY:
SOCIAL STUDIES
Components of the Revised Course of Study
WHAT ARE CONTENT STANDARDS?
Define what students should know
and be able to do at the conclusion
of a course or grade
Students will:
Identify rights and responsibilities of citizens within the family, classroom,
school, and community. [Kindergarten—Content Standard 2]
Components of the Revised Course of Study
WHAT ARE BULLETS?
Denote content related to
the standards and required
for instruction. (Additional
minimum content)
Students will:
Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of
latitude and longitude on maps and globes. [Third Grade—Content Standard 1]
• Describing the use of geospatial technologies
Components of the Revised Course of Study
WHAT ARE EXAMPLES?
Clarify components of content
standards or bullets. They are
illustrative but not exhaustive.
Students will:
Describe key aspects of pre-Columbian cultures in the Americas including the Olmecs, Mayas, Aztecs,
Incas, and North American tribes. (Eighth Grade—Standard 14)
Examples: pyramids, wars among pre-Columbian people, religious
rituals, irrigation, Iroquois Confederacy
Components of the Revised Course of Study
WHAT’S THE CHANGE IN GRIDS?
E
G
H
CG
Describe relations of the United States with Britain
and France from 1781 to 1823, including the XYZ
Affair, the War of 1812, and the Monroe Doctrine.
[Grade 10 – Standard 6]
Components of the Revised Course of Study
DON’T OVERLOOK MAP ICONS
11.14 Trace events of the modern Civil Rights Movement from post-World War II
to 1970 that resulted in social and economic changes, including the Montgomery
Bus Boycott, the desegregation of Little Rock Central High School, the March on
Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and
the Selma-to-Montgomery March.
Alabama Map Icon
Content specifically related to Alabama history or
geography
Differentiating Between
Alabama Courses of Study: Social Studies
2004 and 2010 Documents
2004
2010
COMPARISON OF OLD AND NEW DOCUMENTS
Strands
2004
2010
Economics, Geography, History, and Political
Science
Economics, Geography, History, and Civics and
Government
No Change
No Change
Content Composition
Content Revision
K-2 on civic responsibility and social
development through self, family,
community, State, other people, world
Grade 3-beginning geography course;
US History courses (Grades 5-6, Grades 1011) divided at 1877
K-2 is on living and working together in
families, communities, state and nation.
Map Icons
K-7 and 10-12
Throughout the document
Electives and Appendices
•
•
•
•
Contemporary Issues, Psychology,
Sociology, and World
Alabama High School Graduation
Requirements
Guidelines and Suggestions for Local
Time Requirements and Homework
Grade 3-skills for students to organize
information about people, places, and
environments in a spatial context
US History courses (Grades 5-6, Grades 9-10)
divided at the Industrial Revolution
•
•
Contemporary Issues and Civic
Engagement, Psychology, Sociology, and
Human World Geography
ACT/Quality Core Standards – U. S. History
Literacy Standards for Grades 6-12:
History/Social Studies, Science, and
Technical Subjects
Grades K-2
Living and Working Together
in Family and Community
Grades
K-2
Living and Working Together in
Family, Community, and State
Overview
Living and Working
Together in State and
Nation
Grades 3-4
Geographic and Historical Studies:
People, Places, and Regions
Grades
3-4
Overview
Alabama Studies
Grades 5-6 and 10-11
Grades
5-6, 10-11
United States Studies:
Beginnings to the Industrial
Revolution
Overview
United States Studies: Industrial
Revolution to the Present
Grades 7—12
Geography
Civics
Grades
7-12
Overview
World History
United States History
Government and Economics
APPENDIX A
Electives
• Psychology
• Sociology
• Contemporary World Issues and Civic
Engagement
• Human Geography
APPENDIX B
ACT Course Standards – U.S. History
APPENDIX C
Literacy Standards For Grades 6-12:
History/Social Studies, Science, And Technical
Subjects
APPENDIX D
AL Graduation Requirements
APPENDIX E
Guidelines and Suggestions for Local Time
Requirements and Homework
Grade 11
Standard 1
Explain the transition of the United States from
an agrarian society to an industrial nation prior
to World War I.
•
•
•
•
To
Grade 10
Standard 16
•
Describing the impact of Manifest Destiny on the economic and
technological development of the post-Civil War West, including mining,
the cattle industry, and the transcontinental railroad
Identifying the changing role of the American farmer, including the
establishment of the Granger movement and the Populist Party and agrarian
rebellion over currency issues
Evaluating the Dawes Act for its effect on tribal identity, land ownership,
and assimilation of American Indians between Reconstruction and World
War I
Comparing population percentages, motives, and settlement patterns of
immigrants from Asia, Africa, Europe, and Latin America, including the
Chinese Immigration Act regarding immigration quotas
Interpreting the impact of change from workshop to factory on workers’
lives, including the New Industrial Age from 1870 to 1900, the American
Federation of Labor-Congress of Industrial Organizations (AFL-CIO), the
Industrial Workers of the World (IWW), the Pullman Strike, the Haymarket
Square Riot, and the impact of John D. Rockefeller, Andrew Carnegie,
Samuel Gompers, Eugene V. Debs, A. Philip Randolph, and Thomas Alva
Edison
Coming Soon……..
•Summer Sessions at Our
Regional In-service Centers
•MEGA 2014 Sessions