PPT Presentation

Report
SOCIAL STUDIES FRAMEWORKS
UPDATE
Bob Fenter & Dan Keegan
Special Thanks: Mitch Bickman
GLOBAL THINKERS
• Investigate the world
• Are knowledge-thirsty and ask questions
• Recognize problems
• Communicate ideas
• Collaborate
• Take action
INQUIRY ARC
C3 - INSTRUCTIONAL SHIFTS FOR
SOCIAL STUDIES
Shift #1: Inquiry is at the center.
Shift #2: Disciplinary integrity and interdisciplinary
connections matter.
Shift #3: Informed action and application of knowledge is
clear and present.
Shift #4: The Inquiry Arc represents an instructional arc – a
frame for teaching and learning.
SHIFT #1: INQUIRY IS AT THE CENTER
Become actively aware of the larger world, asking
significant questions about that world while wrestling
with big ideas and questions for which there may
not be one right answer.
Focus on the use of questions to spark curiosity, guide
instruction, deepen investigations, acquire rigorous
content, and apply knowledge and ideas in real world
settings to enable students to become active and
engaged citizens in the 21st century.
COMPELLING QUESTIONS
Compelling questions meet two broad criteria:
(1)Academically Challenging/intellectually
worthwhile
(2)Student friendly
COMPELLING QUESTIONS
Examples:
(1)Are rules and laws necessary?
(1) What does it mean to be an American?
(1)Was the American Revolution, revolutionary?
CONNECTIONS TO THE COMMON
CORE STATE STANDARDS FOR
ENGLISH LANGUAGE ARTS
•
Citing textual evidence
•
Understanding disciplinary vocabulary
•
Distinguishing and using fact, opinion, and reasoned
judgment in a text
•
Narrating historical events.
•
Distinguishing competing or alternating claims
RESOURCES
• Binghamton University Project
• Putnam-Westchester BOCES Resources
• Big History
• EngageNY
BINGHAMTON PROJECT
http://oceansideschools.org/
BIG HISTORY
INTERNET RESOURCES
(1) NYS Social Studies Framework https://www.engageny.org/resource/new-york-state-k-12-social-studiesframework
(2) C3 Framework- http://www.socialstudies.org/system/files/c3/C3Framework-for-Social-Studies.pdf
(3) Teaching Channel Presents: Social Studies Essentialshttps://www.teachingchannel.org/videos/tch-presents-social-studiesessentials
The Teaching Channel has phenomenal videos in all areas. Take some
time to explore this site and be inspired to try out new activities and
strategies.
(4) NEWSELA- https://newsela.com/
Newsela is an innovative way to build reading comprehension with
nonfiction by exploring current events
The Social Studies Toolkit Project
●
Project Directors:
○ SG Grant - Binghamton University
○ Kathy Swan - University of Kentucky
○ John Lee - North Carolina State
●
14 writers from across New York
●
42 members of the Teacher Collaborative
Council (TCC)
●
18 content and pedagogical reviewers
The Task
Create 14 annotated inquires and 70 abridged
inquiries.
This means that there will be six inquires at each
grade level from K-11 and 12 at Grade 12.
The Goal
To marry the global vision of the C3 Framework to
the content specifics of the NYS Framework in a
way that honors, supports, and extends teachers’
and students’ best classroom ambitions.
Descriptive/Expository
What was the impact of
Japanese internment during
World War II?
Describe three causes of the
American Revolution.
How did the development of
farming impact early societies?
Explain how the Declaration of
Independence impacted the
American people.
Argumentative
Should freedom be sacrificed in
the name of national security?
These questions have been used
in social studies classrooms for
many years. These questions
Was
Warin
honorthe
theRevolutionary
content embedded
really
revolutionary?
our discipline
but are not
compelling. These questions are
based upon accepted views on
historical issues and events. Are
Was
the development of
these views accepted by our
agriculture
good for humans?
students?
When did Americans gain their
liberty?
Inquiry Topic
Connection to
the NY
Framework key
ideas and
conceptual
understanding
Formative Tasks
give students the
Supporting questions build
opportunity to do
toward a stronger
the work of
understanding
of the
historians.
compelling question.
Featured Sources
Formative Tasks
scaffold the skills
Supporting questions
necessary to
Supporting questions are not
typically grow in
interact with and
to be ornamental; they must
complexity throughout
serve to strengthen contentdebate the
the inquiry.
knowledge and support the compelling
Formative Tasks allow
skills necessary to completequestion.
students the
the summative assessment.
opportunity to work
with primary source
documents and to
collect text-based
evidence.
Staging & Engagement
We have been careful not to be
prescriptive in our approach to the
inquires. That is, we have not written
the inquiries as a series of lessons
with a beginning, middle, and end. It
was our fear that too much
pedagogical jargon or procedural
control would limit a teacher’s ability
to make the inquiry work for his/her
classroom culture.
We do, however, provide
suggestions for staging the inquiries,
and these staging suggestions are
designed to help teachers “hook”
students.
Featured Sources are
typically primary sources
and very often text-rich.
While a formative task will
be the culmination of
source analysis, teachers
will be given great
freedom in their
pedagogical approach
and use of each source.
If we are to ask students
to take a position and
defend this position with
evidence, it is imperative
that we provide opposing
viewpoints.
Featured Sources should
help students understand
that issues and events of
the past have relevance
in modern life. That is, a
typical unit’s end (World
War II - 1945) does not
mean that all was
resolved and issues
remedied.
While the compelling questions driving the inquiry is worded
differently, the Summative Performance Task provides more
historical and content-specific focus.
Teachers will be provided with a menu of task options,
allowing for local decisions to be made by professionals who
work with students every day.
Extension activities are also written for teachers and
classrooms wishing to delve deeper into the inquiry.
Summative Task
Timeline
•Fall 2014
Publication of the Field Guide
•August-October
POC inquiries
Refining, reviewing, piloting, and revising the
•November-February
inquiries
Developing additional annotated and abridged
•March
Piloting annotated inquiries
•August
Publishing the Toolkit

similar documents