Mapping Out a Plan for STAAR/EOCs

Tina MelcherLead Curriculum Specialist Social Studies K-12

Renee BlackmonInstructional Coach Secondary- Social Studies

Objective Today

To share Round Rock ISD’s implementation plan for new

Social and EOCs

Challenges

Are you…?

Welcome to ROUND ROCK ISD

Relationship Building

Social Studies Curriculum

Alignment

Curriculum Mapping

Clarification of the TEKSBundling of TEKSConceptual ViewEssential QuestionsVocabularyLessons & ResourcesBenchmarksLocal AssessmentInstruction

Curriculum

Clarifications

Benchmarks

Conceptual View

ClarificationsLatin America: Varying Levels of Development

(WG10)  Economics. The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to:

(C)  compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries

 

COMPARE

How do people satisfy their basic needs through the production of goods and services in Latin America?

Such as• Subsistence agriculture vs. commercial agriculture• Cottage Industries vs. Commercial industries

Latin America: Varying Levels of DevelopmentHow do people satisfy their basic needs through the production of

goods and services?

Subsistence vs. Market Agriculture• A large percentage of Latin America meets it most basic needs through subsistence

agriculture (2/3 in Central America).• Larger commercial agriculture industries are often own by a small local elite or foreign

business. Much of the resulting product is exported as a cash crop and not for local consumption.

Cottage vs. Commercial Industries• Much of the manufactured goods purchased within Latin America, especially within rural

or poor regions are produced in cottage industries.• For example, much of grocery and clothes shopping in Central America and the Andean

region happens in local markets.• Commercial industries (latifundios) have grown over the past few decades. However

many of the goods are exported to other nations or to expensive for the average citizen.• Economies that are too dependent on export cash crops suffer greatly when there is a

poor season or prices on those items fall.

Benchmarks

Benchmarks are designed to provide a snapshot of student learning so that instructional adjustments can be made to ensure students have opportunities to engage with and master the curriculum.

Conceptual View

Conceptual Title

Objective Statements

5 – 10 Vocabulary Terms

Instructional Support

Planning/sharing sessions and cadres

modeling Backwards Design

shifting from activity gatherers to construction of units/ lessons

Our Journey

Scrapbook• Knowledge of TEKS and not

just content• Lack of support and training

in assessment• Inconsistent planning

procedures on campuses• Relating a conceptual focus

in their instruction

Next Journey• TEKS Knowledge• Moving away from activity

gathering• Improvement in alignment –

Curriculum, Assessment, and Instruction

• Use of Performance Task and Project Based Assessment

Where Are We At?

Meeting with the other World Culture teachers made such a difference in the rest of the year! By working together, we were able to share ideas, review our current lessons to make sure they matched the new TEKS, split up the work of creating new lessons to fit our new TEKS, and stopped us from re-creating the wheel over and over again. …

It also kept me from chewing my nails, and made my hair shiny and manageable. Thanks for helping us to organize and plan together! You two are great!

Chisholm Trail Middle School TeacherLiz Del Garza

Round Rock ISD

Tina MelcherLead Curriculum Specialist K-12 Social Studies

Tina_melcher@roundrockisd.org512.464.5632

Renee BlackmonInstructional Coach Secondary- Social Studies

Renee_Blackmon@roundrockisd.org512-464-5926

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