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
 Integration of Information and Technology Skills
 Unpacking the Standards
 Vertical Progression of Concepts
 Revised Blooms Taxonomy
PLC Norms
 Be Respectful
 Be Responsible
 Be a Learner
 Cell phones off
 Take bathroom
breaks as needed
Third Grade
Third Grade
Third Grade
Third Grade
Third Grade
STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY
FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK
WIC
ACRE
Accountability and Curriculum Reform Effort
in Response to A Framework For Change
The Five Conceptual Strands
Time,
Continuity &
Change
Individuals
, Groups &
Institutions
Science,
Technology &
Society
People,
Places &
Environments
Civic Ideals
& Practices
Culture
Power, Authority
& Governance
Production,
Distribution &
Consumption
Individual
Development
& Identity
Global
Connections
7/10/2011 • page 15
The Paradigm Shift
From
Teaching
To
Teaching
&
&
Learning
Topically
Learning
Conceptually
http://www.supermanhomepage.com/multimedia/WallpaperImages2/phonebooth.jpg
7/10/2011 • page 17
The Structure Of Knowledge
PRINCIPLES &
GENERALIZATIONS
CONCEPT
CONCEPT
TOPIC
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
7/10/2011 • page 25
Concepts
 Timeless
 Universal
 Transferable
 Abstract and broad (to
various degrees)
 Examples share
common attributes
 Represented by 1-2
words
7/10/2011 • page 25
Concept vs. Topic?
• Find the bag of words on your table
• Sort the words into 2 categories.
Major Changes in the NC SS Essential
Standards
 Use of Revised
Bloom’s Taxonomy
 Use of Strands
 Conceptual focus
7
Effective Social
Studies
Instruction
• What does the
teacher do
well?
• What could he
have done
better?
http://cooperativelearning.n
uvvo.com/lesson/9592seinfeld-teaches-history
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.
8/4/2011 • page 22
Strands and Coding
H History, G Geography and Environmental Literacy, E Economics and Financial Literacy,
–
–
–
C&G Civics and Government, and C Culture
–
–
Geography and Environmental Literacy
Conceptual Knowledge
Factual Knowledge
Procedural Knowledge
8/4/2011 • page 22
Jigsaw by Strand
History
Geography and Environmental
Literacy
Economics and Financial
Literacy
Civics and Government
Cultures
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!
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?
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?
STRUCTURAL CHANGES FROM THE ORIGINAL BLOOM'S TAXONOMY
FRAMEWORKTOTHE REVISED BLOOM'S TAXONOMY FRAMEWORK
WIC
ACRE
Accountability and Curriculum Reform Effort
in Response to A Framework For Change
42
Essential Standard
3.H.1.2
Analyze the impact of contributions
made by diverse historical figures in
local communities and regions over
time
.
44
Essential Standard
3.G.1.1
Find absolute and relative locations
of places within the local
community and region
.
46
Essential Standard
3.E.2.2
Give examples of entrepreneurship
in various regions of our state
48
Essential Standard
3.C&G.1.2
Describe the structure of local
government and how it functions to
serve citizens
50
Essential Standard
3.C.1.2
Exemplify how various groups show
artistic expression within the local
and regional communities
52
Integrating Information and
Technology Skills