Cracking the Social Studies
Essential Standards Code
Collaborative Conference for Student Achievement
Joseph S. Koury Convention Center
Greensboro, North Carolina
March 21, 2012
From ACRE to READY
Today’s Session Includes:
 A Essential Standards
Implementation Plan of Action
 NCDPI Toolkit Sharing
 A Glimpse into a “Ready” Classroom
 Q&A
K-12 Social Studies Essential
Standards Implementation
 Understanding the Standards
 Developing Local Curricula
Frameworks
 Instructional Design
Unpacking
Curriculum
Frameworks
Unit Development
Aligning
Assessments
Instructional Design
Essential Standards
CC Literacy
Standards
Information &
Technology
Standards
Crosswalks
Unpacking
Documents
Online Modules
SI 2011 Webinars
Student Achievement
Local Curricular
The Standards
Standards
Lesson Planning
Developing
Classroom
Assessments
Understanding the Standards
 Understanding the Cognitive & Content Shifts
 Crosswalks of 2006 & 2010 Standards
 Unpacked Content Documents
 Online Modules (NC Education Portal)
 Glossary of Terms
The Shifts
 Use of Revised
Bloom’s Taxonomy
 Organization around
five broad conceptual
strands
 Use of a Conceptual
Framework
Image taken from: http://www.wired.com/epicenter/2009/11/singularity-university-decharms/
This two dimensional table is used to help determine
the type of knowledge and the cognitive behavior of
the standard/ objective.
 The knowledge dimension identified the type of
knowledge to be learned.
 The cognitive dimension identifies the which provides
you with the process used to learn the content.
8
The Five (5) Conceptual Strands
• The New Social Studies
Essential Standards Are
Organized Around Five (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.
Conceptual Framework
“Essential Understanding” / Generalization / “Big Idea”:
The student will understand that:
The physical and human geography
of a place contributes to the identity
of a region, community, state, nation
or the world.
Elementary Shifts
 Kindergarten: Citizenship & Responsibility
 1st grade: Culture & Diversity
 2nd grade: Interdependence & Global Economics
 3rd grade: Geography & Environmental Literacy
 4th grade: History course focused on North Carolina
History
 5th grade: History course focused on United States
History
The Shifts for Middle Grades
 Sixth and Seventh Grades: Integrated
World Studies
 Eighth Grade: Integrated Study of
North Carolina and United States
History
 Integration of Common Core Literacy
Standards in History/Social Studies
The Sixth Grade Shift
The Roots of Modern Societies
Beginnings of Human Society to the
Emergence of the First Global Age (1450)
Focus: World Geography, History & Culture:
Patterns of Continuity and Change

First formal look at a study of the world

Focus heavily on the discipline of geography (five themes)

Systematic look at the history and culture various civilizations,
societies, and regions

Various factors that shaped the development of civilizations,
societies and regions in the ancient world

Comparative study of world regions

Recognize and interpret the “lessons of social studies” –
transferable ideas
The Seventh Grade Shift
Global Connections
The Great Global Convergence (1450 - 1800) to the
Present
Focus: World Geography, History & Culture:
Patterns of Continuity and Change

Expansion of knowledge, skills and understandings about the
world from a more modern perspective

Focus heavily on the discipline of geography (five themes)

Systematic look at the history and culture of various world
regions

Various factors that shaped the development of civilizations,
societies and regions in the modern world

Comparative study of world regions

Recognize and interpret the “lessons of social studies” –
transferable ideas

Focus on issues, solutions, and decision-making
The Geographic Perspective
http://education.nationalgeographic.com/education/multimedia/geographic-perspective/?ar_a=1
The Eighth Grade Shift
Historical Study of NC in the context of the US
The Shifts for High School
 World History has a focus more on the study of
global history from mid 15th century to present.
 American History additional focus on teaching
Founding Principles (legislative act)
 Integration of PFL into the Civics & Economics
course
 Integration of Common Core Literacy
Standards in History/Social Studies
World History (High School)
Focus:
World History has a focus more on the
study of global history from mid 15th
century to present.
WH.H.4.4 Analyze the effects of increased global trade on the
interactions between nations in Europe, Southwest Asia, the
Americas and Africa.
WH.H.5.1 Explain how and why the motivations for
exploration and conquest resulted in increased global
interactions, differing patterns of trade, colonization, and
conflict among nations.
WH.H.6.3 Explain how physical geography and natural
resources influenced industrialism and changes in the
environment.
WH.H.7.6 Explain how economic crisis contributed to the
growth of various political and economic movements.
Understanding the Standards
 Understanding the Cognitive & Content Shifts
 Crosswalks of 2006 & 2010 Standards
 Unpacked Content Documents
 Online Modules (NC Education Portal)
 Glossary of Terms
This Crosswalk …
…can show you the
cross of the old cognitive
process with the new
…can help you see type of
knowledge
…can show you how even
if the content is the same
or similar that there are
differences is in what the
student is being asked to
do with the content
…can help you see the
gaps that may exist where
content is moved from one
grade to another
…can help you see if you
have resources to support
the new
…can help you see where
teachers may need more
PD or PD they have never
had before
Unpacking the Essential Standards
What type of
knowledge?
For Example:
Clarifying Objective:
7.G.1.1 Explain how environmental conditions and human response to
those conditions influence modern societies and regions (e.g. natural
barriers, scarcity of resources and factors that influence settlement).
Understanding/Generalization:
The student will understand that…
Environmental conditions may alter
human settlement patterns.
3/22/2016 •
From Concepts to Generalizations
USH1.H.8.2 Explain how opportunity and
mobility impacted various groups within
American society through Reconstruction
(e.g., City on a Hill, Lowell and other “mill
towns,” Manifest Destiny, immigrants/migrants,
Gold Rush, Homestead Act, Morrill Act,
Exodusters, women, various ethnic groups, etc.).
1.
What are the stated concepts you see in the objective?
2.
What are some other concepts that you could teach from this
standard? (implied concepts)
3.
From the concepts, write a generalization /understanding.
27
From Concepts to Generalizations
3.G.1.3 Exemplify how people adapt to,
change and protect the environment to
meet their
Need.
7.E.1.1 Explain how competition for
resources affects the economic
relationship among nations (e.g.
colonialism, imperialism,
globalization and interdependence).
CE.C&G.1. Explain how the tensions over
power and authority led America’s founding
fathers to develop a constitutional democracy
(e.g., mercantilism, salutary neglect, taxation
and representation, boycott and protest,
independence, American Revolution, Articles of
Confederation, Ben Franklin, George
Washington, John Adams, Sons of Liberty, etc.)
Unpacking
Curriculum
Frameworks
Unit Development
Aligning
Assessments
Instructional Design
Essential Standards
CC Literacy
Standards
Information &
Technology
Standards
Crosswalks
Unpacking
Documents
Online Modules
SI 2011 Webinars
Student Achievement
Local Curricular
The Standards
Standards
Lesson Planning
Developing
Classroom
Assessments
HOW DO YOU BEGIN TO ORGANIZE
CONTENT?
 Center around central concepts and
generalizations, supported by selected facts
and information.
 Promote student inquiry by using essential or
guiding questions to lead students to enduring
understandings or generalizations.
Major concepts for each Grade
 Continuity and change (over time and in various civilizations, societies,
and regions)
 Conflict and cooperation
 Compromise and negotiation
 Migration and population distribution
 Cultural expression/practices and diffusion
 Human-environment interaction
 Trade and economic decision-making
 Societal organization (economic, political, and social systems)
 Technology and innovation
 Quality of life
 Citizenship
Where to start for 6th Grade?
National World History Standards:
http://nchs.ucla.edu/Standards/world-history-standards
The periodization of the new Essential Standards for sixth grade social studies is based on
the five eras identified by the National Standards for World History,
Era 1: The Beginnings of Human Society Giving Shape to World History
Era 2: Early Civilizations and the Emergence of Pastoral People, 4000-1000 BCE/BC
Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE/BC-300 CE/AD
Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE/AD
Era 5: Intensified Hemispheric Interactions, 1000 – 1500 CE/AD
Integration
Organizing The Social Studies Standards Into
Curriculum As
Units Of Instruction
It’s A Process!
Step 1: Start with the Essential Standards (unpack/deconstruct).
Step 2: Create an outline of units you may teach for the entire year. (includes unit titles and
conceptual lens)
Step 3: Draft a brief summary describing each unit
Step 4: Identify Clarifying Objectives that support each unit.
Step 5: Create a Concept/Content web. (can also be used in developing 8 & 9)
Step 6: Write Generalizations/Understandings
Step 7: Write Guiding/Essential Questions to support each understanding/generalization.
Step 8: Identify Critical Factual Content.
Step 9: Identify Key Skills.
Step 10: Align Assessments to know, skills, and understandings
Step 11: Develop Learning Experiences
Step 12: Identify Unit Resources and write any helpful Teacher Notes
3/22/2016 •
YEARLY/SEMESTER PLAN OUTLINES
Grade level/Course: __________________
Unit
Unit Title
NCSCOS
Clarifying
Objectives
Major Concepts
1
2
3
4
5
6
7
8
Step 3:
Create an outline of units you may teach
for the entire year or semester.
3 to 4 units for grades K-3
4 to 6 units for grades 4-6
5 to 8 units for grades 7-12
The Seventh Grade Unit Example
Unit focus: The Age of Exploration – Reasons and Impact
Throughout the unit, students could explore the quest for trade,
innovation, power, authority and wealth among European nations
led to increased global interaction throughout the world. Included in
this inquiry, could be the implications of these global interactions i.e.
cultural diffusion (goods, religion, cultural practices, ideas, etc.),
colonization, wealth, slave trading, etc. And, finally, how these
global interaction specifically led to European exploration and
inhabitation of the Americas.
From a more modern perspective, students could study implications of
global exploration today i.e. exploration for new natural resources,
new source of labor, etc.
What are the big ideas?
Unpacking
Curriculum
Frameworks
Unit Development
Aligning
Assessments
Instructional Design
Essential Standards
CC Literacy
Standards
Information &
Technology
Standards
Crosswalks
Unpacking
Documents
Online Modules
SI 2011 Webinars
Student Achievement
Local Curricular
The Standards
Standards
Lesson Planning
Developing
Classroom
Assessments
Let’s Look at a concept-based
classroom
The Instructional Toolkit
 Priority One Tools:
– Crosswalks of 2006 & 2010 Standards (on web)
– Unpacked Content Documents (on web)
 Priority Two Tools:
– Graphic Organizer Exemplars (Draft on web)
– Glossary of Key Terminology (Draft on Web)
– Assessment Samples (Late Spring 2012)
 Other Tools:
– Sample Units of Instruction
– Crosswalks with CC Literacy Standards (Summer
2012)
– Grade/Course Specific Resources to Support
Instruction (Summer 2012)
Professional Development
Opportunities
Past Training:

Summer Institute 2011 (6)

Unit Development Training (3)

RESA Training - Assessment (8)
Future Training:

Summer Institute 2012 (6)

Other Needs?
Online Modules
NC Education Portal : http://center.ncsu.edu/nc/
Modes of Communication

K-12 Social Studies Listserv
To subscribe , send an email to Bernadette.Cole@dpi.nc.gov with the following info:
a. your name
b. School/district
c. grade level responsibility
d. Role in your school/district i.e. curriculum coordinator, teacher
e. email address

Wiki Site: http://ssnces.ncdpi.wikispaces.net/home

Intel Groups “The Community”

ACRE Website
 Webinars: Next Session – March 27, 20112
https://www1.gotomeeting.com/register/494279105
Wiki Site
http://ssnces.ncdpi.wikispaces.net/home
 Training PowerPoints
 Legislative Updates
 Links to DPI Resources including Professional
Development Wiki site & Social Studies
Livebinder
 FAQ Sheet & High School Sequencing Doc
 Much More!
Intel Groups
 Access the Intel site at http://engage.intel.com
 If you have an account, log-in. If not, register.
 Find any of the group names listed below and ask for
permission to join
 NC Social Studies
 NCSBE Region (your region i.e. 1, 2, etc.) Collaborative (8
groups)
 NC Concept-Based Unit Development (3 groups)
ACRE SITE
 Essential Standards:
http://www.ncpublicschools.org/acre/standards/newstandards/#social
 Common Core Literacy Standards
http://www.ncpublicschools.org/acre/standards/comm
on-core/
 Support Tools:
http://www.ncpublicschools.org/acre/standards/suppor
t-tools/
Graduation Requirements
The new requirement of 4 social studies courses for graduation will go
into effect beginning with the freshmen entering high school for the
first time during the 2012-2013 school year (see State Board Policy
GCS-N-004 governing Student Accountability Standards/Graduation
Requirements). The requirements includes World History, Civics and
Economics, American History I: The Founding Principles and
American History II (AH II). Students may take AP United States
History in lieu of AH I and AH II.
For students who are enrolled at an International Baccalaureate
(IB) school, the IB United States History course may fulfill the AH
I and AH II requirements. (verdict is still out – will have a
response in the next week or so )
American History I &II
Beginning with the 2012-2013 school year, teachers will teach
all social studies courses using the new Social Studies
Essential Standards. American History is the one exception.
If you offer AH I and AH 2, to freshmen who enter high school
for the first time next year, you must offer the two American
History courses supported by the new Essential Standards. If
you offer American History to students other than freshmen
entering high school for the first time, you have the option
of teaching the two new American History courses or the
United States History course supported by the 2006
Standard Course of Study. This exception is made because
students who were enrolled in high school prior to the 20122013 school year were not required to take four social studies
courses for graduation.
High School Sequencing
AP Courses
 Students may substitute AP US History for AH I and
AH II, but they are required to take a fourth social
studies course to receive the fourth credit necessary
to fulfill the graduation requirements for social studies.
 Students may continue to substitute AP World History
for the World History requirement.
 AP Courses will continue to be offered as elective
options.
 AP Government may not be a substitute for Civics and
Economics because it does not cover Econ or PFL.
Assessment
 EOCs: Pursuant to Session Law 2011-8 House Bill 48: No Standardized Testing
Unless Req’d by the Feds., there will be no End-of-Course testing for American
History or Civics and Economics effective during the 2011-12 school year. For
specific questions regarding standardized testing contact Jim Kroening at
jim.kroening@dpi.nc.gov
 Assessment Samples: Instructional support – focused on performance
based/constructed response methods
 Primary Artifact Questions(PAQs) – part of Online Writing Instruction System
(focused on writing in Social Studies – grade 6)
 District/School Level: Balanced Assessment System – formative, benchmark and
summative (more emphasis placed on formative)
 Measures of Student Learning: one measure of teacher effectiveness for
Standard 6 of the teacher evaluation instrument. For questions & additional
information contact Jennifer Preston at jennifer.preseton@dpi.nc.gov
Common Core Standards for
Literacy in History/Social Studies
 Share responsibility between ELA and SS.
 Does not replace content standards for Social
Studies
 Embedded skills standards & instructional
practice
 Focus on disciplinary literacy
Connecting The Use Of Primary Sources To The
History/SS Common Core Literacy Standards
Grades 9-10
Grades 11-12
Key Ideas & Details 9-10
Key Ideas & Details 11-12
•
•RH.11-12.1. Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole.
•
•
RH.9-10.1. Cite specific textual evidence to support
analysis of primary and secondary sources, attending
to such features as the date and origin of the
information.
RH.9-10.2. Determine the central ideas or information
of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the
course of the text.
RH.9-10.3. Analyze in detail a series of events
described in a text; determine whether earlier events
caused later ones or simply preceded them.
Craft & Structure
•
RH.9-10.6. Compare the point of view of two or more
authors for how they treat the same or similar topics,
including which details they include and emphasize in
their respective accounts.
Integration of Knowledge & Ideas
•
RH.9-10.9. Compare and contrast treatments of the
same topic in several primary and secondary sources.
•RH.11-12.2. Determine the central ideas or information of a primary
or secondary source; provide an accurate summary that makes
clear the relationships among the key details and ideas.
Craft & Structure
•RH.11-12.5. Analyze in detail how a complex primary source is
structured, including how key sentences, paragraphs, and larger
portions of the text contribute to the whole.
•RH.11-12.6. Evaluate authors’ differing points of view on the same
historical event or issue by assessing the authors’ claims, reasoning,
and evidence.
Integration of Knowledge & Structure
•RH.11-12.7. Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively,
as well as in words) in order to address a question or solve a
problem.
•RH.11-12.9. Integrate information from diverse sources, both
primary and secondary, into a coherent understanding of an idea or
event, noting discrepancies among sources.
Instructional Resources
 Textbook adoption: slated for 2013/14
 Working this spring to align resources to the
new standards
 Continuing/Developing partnerships with
various Social Studies organizations and
IHEs that provide FREE resources
 Research and Sharing around the state
Questions
“It always seems impossible until it’s done.”
-- Nelson Mandela
“20 years from now you will be more
disappointed by the things you didn’t do than
by the one’s you did. So throw off the
bowlines. Sail away from the safe harbor.
Catch the trade winds in your sails. Explore.
Dream. Discover.”
-Mark Twain
NCDPI K-12 Social Studies Team:
Section Chief
Fay Gore
fay.gore@dpi.nc.gov
Program Assistant
Bernadette Cole
bernadette.cole@dpi.nc.gov
Elementary Consultant
Vacant
Middle Grades Consultant
Vacant
High School Consultant
Michelle McLaughlin
michelle.mclaughlin@dpi.nc.gov