Rollout TrainingSocial Studies

Dr. Bill CranshawSocial Studies Program ManagerGeorgia Department of Education

Items of Interest Court of Appeals Oratorical Competition VFW Scholarship competition Bill of Rights Institute

Constitution Day material LRE info

Looking to develop Law Honor society APS magnet school, Law & Justice

The 9-12 smooth GPS are posted 8th grade new standard

Social Studies Web page Developing web page

Access through the C&I page Expect up in 4-6 weeks

Info Quick access to georgiastandards Calendar, training and other things News, info, links Contact info

What else would you like to see?

Agenda & Goal Agenda

Training overview of Year 1 Day 1 detail Social Studies curriculum map template

Goal Prepared for rollout training Input on training Discuss DOE requirements for DOE

sample frameworks

Registration Registration procedures

System decision who does registration Can be teacher, coordinator, principal,

etc For more than 3 per focus contact Marcia

Mayo Open georgiastandards.org

On home page top right, click training Will take you to following page

Registration access

Select desired training

After selecting desired training screenWill look the same. You must scroll down

To access the training locations

Click to register

Training Overview: Year 1 Day 1 Curriculum Mapping

Curriculum familiarity/Rigor and Relevance Developing unit overviews

Day 2 Unit building/Balanced Assessment Morning, unit themes, EU’s &EQ’s Afternoon, developing balanced assessment plan

Day 3 Performance Task development Developing and writing performance tasks Rubrics

Day 4 Instructional Strategies Teaching for understanding Rigor & Relevance

Training Specifics Two focus groups

World (Bill), 6,7,World History & Geography US (Chris), 8, US History, Am Gov’t & Econ

Training differences None Information is the same in both

If you are doing training, only need to attend one session

Can attend twice Only difference is examples and product

Training Specifics 8:30-3:30

Need to be there for entire time Lunch & coffee on own

Who attends? Recommended for each focus group

1 middle, 1 high 3rd your choice, admin, spec ed, coordinator

Best if can send same people for each day Structure builds from day to day Change participants loose continuity

Training Materials

Books to be provided participants How Students Learn History in the

Classroom Curriculum Standards in Social Studies

(NCSS)

Social Studies and the World (NCSS)

A Link to the Past: Engaging Students in the Study of History (may be late) (NCSS)

Building a US History curriculum (NCHE)

Building a World History curriculum (NCHE)

Training Materials CD

Info on conducting redelivery Annotated copy of PowerPoint PowerPoint Standards (K-12)

Paper copy Annotated PowerPoint Standards (K-12)

ETTC On-line training Provide training for new teachers Way to review, or conduct redelivery Estimated cost $8.00/teacher for Days 1-4

Day 1 Training Knowledgeable of the Social Studies GPS Explain of the ladder aspect of the Social

Studies GPS Familiar with Standards Based Educational

Model Explain relationship of conceptual teaching to

GPS Understand and be able to use the Social

Studies Curriculum Map template Grouping standards by themes/ideas (unit focus) Unit connecting themes Unit specific themes

Develop rough draft Curriculum Map

Day 1 Training Part I: Intro

Redelivery expectations Standards Based Educational Plan

Part II: Overview of Social Studies GPS Two activities

Exploring GPS Vertical alignment

Discussion of difference between QCC & GPS

Day 1 Training

Part III: Conceptual Teaching and Learning Importance of Relationship to learning 3 Principles of

Completes the morning session

Day 1 Training

Part IV: Unit Design (all afternoon) Discussion of unit composition and

importance in Social Studies GPS Overview of unit design template Unit connecting themes Unit specific themes Major emphasis, develop a rough draft Examples will be available

DESIGNING UNITS forSOCIAL STUDIES GPS

Developing the Curriculum Map

DOE requirements Framework

Complete year of instruction Extremely detailed

Units Complete be able to take off shelf and teach Multiple for each topic/grade

Performance tasks Multiple for each standard Goal is performance tasks to be as real world

related and as challenging as possible Can be differentiated

Unit Design A unit is the overall organizing component of the

curriculum Unit is identified by themes or concepts

More than one theme or concept in a standard More than one standard in unit Are no correct themes or concepts

Unit provides students with themes or concepts upon which to hang the knowledge and skills required by curricular objectives Scaffolding Schema theory

A unit is not a standard, a standard is not a unit

The Social Studies Unit Design Template

Stage 1: Course Planning Middle/High School: Curriculum Map— Grade/Course:

Standards:

Unit One focus:

UNIT CONNECTION THEMEUnit Specific ThemeUnit Specific ThemeUnit Specific ThemeUNIT CONNECTIONS THEME

Standards:

Unit Two focus:

UNIT CONNECTION THEMEUnit Specific ThemeUnit Specific ThemeUnit Specific ThemeUNIT CONNECTIONS THEME

Standards:

Unit Four focus:

UNIT CONNECTION THEMEUnit Specific ThemeUnit Specific ThemeUnit Specific ThemeUNIT CONNECTION 2:

Standards:

Unit Three focus:

UNIT CONNECTION THEMEUnit Specific ThemeUnit Specific ThemeUnit Specific ThemeUNIT CONNECTION 2

Unit Connecting Themes The key to Social Studies Performance

Standards is the use of themes that provide connections between units.

Themes or broad concepts Provides schema for students to organize

knowledge. Links previous knowledge with new knowledge. Ideas that go beyond the standards Provide connection between grade levels and

domains Examples

Migration/Movement Time, Change, and Continuity

Unit Specific Themes Themes taken from the standards or

elements Topics related to that unit Movement/Migration (unit connecting theme)

Territorial growth Westward population growth Transportation

Not a list of knowledge from the standards and elements Movement

Northwest Ordinance Louisiana Purchase

Step A: Course Planning Map—Grade/Course: US History (Block Schedule Pacing)

Standards: 1-5

Unit One focus:Creation of our Nation

Movement-Colonization-Physical Migration∙Free∙Forced-Importing of Intellectual IdealsSocial & Political Interactions-Key Documents-Colonial Governments-National GovernmentsConflict & Compromise-European/Native American conflict-Revolution-Constitutional Process

Standards: 6-10, 11b

Unit Two focus:A Divided Nation

Movement-Territorial Growth-TransportationSocial & Political Interactions-National Identity-Reconstruction-Reform-Changing Roles of the Branches

of GovernmentConflict & Compromise-War-Sectionalism vs. NationalismTrade, Industry, and

Technology-Industrial Revolution-Agrarian vs. Industrial

Standards: 14-16a, c, d, 19-20

Unit Four focus:World Power

Conflict & Compromise-World Wars/Regional Conflicts-Cold War Social & Political Interactions-Expansion of the Federal Government-Changing Women’s Roles-Reaction to Threats to DemocracyTrade, Industry, & Technology-Development of the Media-Demands on Industrial Productivity-Technological AdvancementsCultural Variation-Cultural Transitions and Developments-Differing War-time -Views of Ethnic GroupsGlobalization-Post-War Policies-International Relations

Standards: 11-14, 16b, 17-18

Unit Three focus: Expansion and Reform

Movement-Immigration-Westward Migration-ImperialismConflict & Compromise-Western Conflicts-Populist MovementSocial & Political Interactions-Reform-Changing Role of GovernmentCultural Variation-Assimilation-Reaction to ImmigrationTrade, Industry, & Technology-Industrialization-Economic Reform-Causes and Effects of Great Depression

Step A: Course Planning Map—Grade/Course: World History

Standards:SSWH 1,2,3,6a, 8

Unit One focus:Rise of Civilizations in Mesopotamia, Africa India, China, and Meso-America

How civilizations developThe need for societiesCommon characteristics (what makes a civilization?)Unique civilizationsImpact of influential individualCharacteristics of various culturesReligious development and influenceWriting and languageMovementWhy trade developedConsequences of tradePower, authority, & governanceDevelopment of governmentRelationship of religion and political authority

Standards:SSWH 4,5,6b-d ,7, 12

Unit Two focus:Empires & Kingdoms: Growth and expansion

Characteristics of various culturesRole of womenDiffusion of religious beliefsAcculturation of religion, law, and the artsMovementDevelopment and expansion of trade networksInteraction among empiresConflict and CompromiseRise and fall of civilizationsPower, Authority, & GovernancePolitical diffusion among empiresPolitical, economic, and social structure of empires

Standards:SSWH 15-21

Unit Four focus:The Interconnected World: transactions through globalization

Characteristics of various culturesGlobal effect of war on societyMovementIndustrialism and the supply of natural resourcesEthnic conflictsConflict & CompromiseWars, conflicts and their global impactsTreaties and their impactTerrorism and its worldwide effectsChange, ContinuityGlobal and economic organizations and its connectionsGlobal impact of Imperialism and Nationalism Changing role of women in political and economic affairsConsequences of HolocaustPower, Authority & GovernanceInfluence of foreign domination

Standards:SSWH 9,10,11,13,14

Unit Three focus:Emergence of Modern World through social, political and economic changes

Characteristics of various culturesRenaissance, reformation, humanismInfluential peopleMovementImpact of exploration and expansionInfluence of technological innovationConflict & CompromiseConsequences of revolutions and rebellionsPolitical and social changesChange, ContinuityContributions of artists and scientistsPower, Authority & GovernanceEnlightenment (questioning ideology)Mercantilism

Stage 1: Course Planning: Unit Specific Plan/Map—Grade/Course:__________ Unit _

History

Economics:

Civics/Government

Geography

Elaborated Unit Focus:

Enduring Understandings and Essential Questions

ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONSEnduring UnderstandingEssential Question

Enduring Understandings Statements that explain, expand the unit

connecting themes for students, parents, administrators. Have lasting value beyond classroom Central to discipline Transferable to new situations 2-3 probably best per unit

Students will understand that movement/migration of people into an area has an impact on all facets of life, political, social, and economic.

Essential Questions Two types, broad and specific Broad

Reflect important issues, problems, and debates in domain

Usually don’t have a single answer Unit specific

Can be answered after a period of instruction

Usually have an answer

Stage 2: Determine Appropriate AssessmentsGrade Level/Subject_________________ Unit One Focus:________________

Informal Observation

Dialogue and Discussion

Selected Response

Constructed Response

Self-Assessment

Sample Culminating Performance Task(s) For Unit ____

Task 1:

Differentiation, modifications and/or accommodations:

Map and Globe Skills: Information Processing Skills:

Sample Teacher activities Sample student centered activities

Sample list of resources for this unit

Stage 3: Teaching Strategies: Sequence of Instructional Strategies

Future plans

Meetings after each training cycle Oct 24 ’06 Jan 26 ‘07 Apr 24 ’07

Run 9:30am – noon Review comments on previous

training and overview of next training