Joey Wiseman
Social Studies Coordinator
WVDE
Name
School
What
you teach
 Shifting
from passive to active learning
 Engaging students
 Creating opportunity for inquiry
 Constructing knowledge
 Defining standards-based teaching
 Select
one item that appeals to you.
 Return to your seat and take a closer look.
I think _____________________because
_______________________________
_______________________________.
 Move
around and find a partner who has an item
with a similar theme or idea.
 Now, organize yourselves in groups of 5 with the
same theme. Discuss the rationale for your
connection.
 Create a newspaper headline which reflects your
connection.
 Sit with your group
 Share and Justify
 Assimilation
of Native Americans through
Education
 Baseball: Across a Divided Society
 Children’s Lives at the Turn of the 20th
Century
 The Constitution
 Westward Expansion
 Women’s Suffrage
 Japanese American Internment during
WWII
 The NAACP: A Century in the Fight for
Freedom
I think _____________________because
_______________________________
_______________________________.
TEACHERS:




What are the basic
elements of this strategy?
Which ones apply to your
grade level?
What adjustments might
you need to make for your
students? (Make sure you
don’t eliminate the rigor.)
For what evidence will you
be looking?
ADMINISTRATORS:





What is the evidence of
student learning?
What is the role of the
teacher?
How is this different than
what is currently occurring
in your school(s)?
What structures do I have in
place that prevent this from
being done?
What can I do to make this
type of teaching/learning
occur?
what teachers
cover
a description of what
students should
KNOW,
UNDERSTAND, and
DO
Objectives:
Students will…
 This
session is NOT about new activities
or strategies; it’s about using your
standards and objectives correctly and
building DEEP, RICH understandings!

In the advent of the development and mass adoption of
the common core state standards for English language
arts and mathematics, state and local agencies have
now expressed a need to the Council of Chief State
School Officers (CCSSO or the Council) for assistance
as they upgrade existing social studies standards to
meet the practical goal of preparing young people for
effective and successful participation in college,
careers, and civic life.
 WVDE
only posts in PDF now. Word
Version may be found on Secretary of
State’s site.
 Link to this may be found on social
studies website:
 http://wvde.state.wv.us/socialstudies/
 Teachers resource page on this site is full
of resources.
 This
stands for example. It is not something
that is required to be taught. In some cases the
document is not even the document that goes
along with that time in history, however this is
only to show you the types of things that would
be appropriate.
 If you see bullets then they are required.
 Review
the Standards and Objectives for your
grade level.
In what ways
are these Next
Generation
CSOs
different from
the ones you
most recently
used?
 Discuss
where you
found evidence of
students needing
to observe, think,
discuss and
investigate.
See – Think - Wonder
See/ Observe:
Think/ Ref lect :
Wonder/ Quest ion:
I t hink ____________________________________ because_______________
_____________________________________________________________.
 Groups
of 3 take a packet.
 Inside you will find:
• A document or artifact
• Primary Source Analysis Sheet from the National
Archives
Now each group will complete their Analysis
sheet.
Now tape your Document to the center of chart
paper and at the top state one claim you can
make from your document and at the bottom
write one question you still have.
Share…
See/ Observe:
Think/ Ref lect :
Wonder/ Quest ion:
I t hink ____________________________________ because_______________
_____________________________________________________________.
I used to think _______________, but now
_______________________________
_______________________________.
 Consider
your CSOs
 What evidence will you accept?
 Is there more than one way to
demonstrate understanding?
 How will you collect it?
TEACHERS:




What are the basic
elements of this strategy?
Which ones apply to your
grade level?
What adjustments might
you need to make for your
students? (Make sure you
don’t eliminate the rigor.)
For what evidence will you
be looking?
ADMINISTRATORS:





What is the evidence of
student learning?
What is the role of the
teacher?
How is this different than
what is currently occurring
in your school(s)?
What structures do I have in
place that prevent this from
being done?
What can I do to make this
type of teaching/learning
occur?
K
N
O
W
L
E
D
G
E
T
A
X
O
N
O
M
Y
Creating
6
Evaluating
5
Analyzing
4
Applying
3
C
Assimilation
D
Adaptation
A
Acquisition
B
Application
Understanding 2
Remembering
1
1
Knowledge
APPLICATION MODEL
2
Apply in
discipline
3
Apply
across
disciplines
4
Apply to
real world
predictable
situations
5
Apply to real-world
unpredictable
situations
Ebscohost
http://wvde.state.wv.us/socialstudies/
39
• Look at reading and writing
standards and come up with
a list of events that already
take place in your
classrooms that meet these
expectations. Share…

“The ideal result of standards implementation
will be to move classroom teaching away from a
focus on worksheets, drill-and-memorize
activities, and elaborate test-coaching programs,
and toward engaging, challenging curriculum
that supports content acquisition through a range
of instructional modes and techniques, including
many that develop student cognitive strategies.”
David T. Conley
 Electronic
Resource Packages have been
realigned to the Next Generation
Standards.
http://wveis.k12.wv.us/teach21/public/s
sr/I_menu.cfm?CFID=5669410&CFTOKE
N=62350396
 We are also in the process or realigning
all Instructional Guides, Unit Plans, and
PBL’s as well.






History Clusters are the big Ideas around each year of
Instruction
The majority of objectives will not be taught in isolation.
There are some skills and other objectives that are true
stand-alone objectives.
Civics, Geography, Economics and Literacy should be
combined around the history clusters.
Participants will choose the grade level they work with most
often and will attempt to chunk Civics, Geography, and
Economics objectives around the history clusters. These
objectives may be used multiple times among the
clusters.**
**Note: Civics does not have history clusters so they have to create their own clusters.
 National
Archives
http://www.archives.gov/education/lesso
ns/worksheets/
 PBS
http://www.pbs.org/wgbh/amex/eyesont
heprize/story/07_c.html
 Teacher Resources Library of Congress
http://www.loc.gov/teachers/index.html
#