powerpoint slideswetserver.net/doe/website/livefiles/ppslides_overheads_ss_training_2… ·...

POWERPOINT SLIDES

25Standards Toolkit—Social Studies

Introducing the Standards Toolkit

OCISS Instructional Services Branch

1/28/03 file: Rollout Front End v1.1 2

Desired Outcomes

• Develop a clear understanding of the content and use of the Standards Toolkit.

• Plan ways to help schools understand the content and use of the Standards Toolkit.


Part I. System of Standards

§ CONTENT STANDARDS(Benchmarks)

§ PERFORMANCE STANDARDS(Performance Indicators, Student

Work, Commentary)


System of Standards

§ Content Standards– K-12 statements– WHAT: know, be able to do, care about– Essential content (concepts,

processes, facts, generalizations) of a content area


System of Standards

Organization of Content

Content and process interact--process embedded in content, and content embedded in process.

Social Studies

Process (Domain I). Content (Domain II)

Science

Primarily Content. Some process. Process embedded in content.

Math

Process. Content embedded in process

Language Arts


System of Standards

Organization: First level at a Glance

§5 DisciplinesSocial Studies

§2 Domains (Strands within each domain)

Science

§5 StrandsMathematics

§3 Areas§4 Strands

Language Arts


System of Standards

§ Benchmarks– Describe more specifically what the content

standard is by the end of a grade level cluster.

– Identify WHEN students can reasonably be expected to know a given content.

– Are clustered to acknowledge different rates of learning, and to provide flexibility for curricular choice.


System of Standards

§ Performance Standards describe evidence of student learning required to meet standards. They include:– Student Work– Performance Indicators– Commentary


System of Standards

§ Six General Learner Outcomes– Essential overarching goals for all

grade levels, regardless of content area

– Are supported by the content and performance standards


System of Standards

§ Six General Learner Outcomes– Self-directed Learner– Community Contributor– Complex Thinker– Quality Producer– Effective Communicator– Effective and Ethical User of Technology


Part II. Introducing the Toolkit

• Components– Performance Indicator Progression (Grade Level Performance Indicators)

– Scope and Sequence– Instructional Guide– (Curriculum Framework)


Introducing the Toolkit• Uses

– Assessment Planning• Performance Indicator Progression, Instructional Guide

– Instructional Planning• Instructional Guide

– Curriculum Planning• Instructional Guide, Scope and Sequence


Caveat Emptor

• Standards and Benchmarks are not a curriculum.

• The Instructional Guide contains SUGGESTIONS for instruction and assessment.


Implementing Standards

Using the Toolkit to Understand the Content Area Standards

Breakout Sessions: 25 Per Session


Remainder of Today (Day #1)

• Implementing the Content Area Standards

• Break• Implementing, continued• Lunch



• Implementing, continued• Cross Sharing• Considerations for

Professional Development• Q and A• Evaluation



• Implementing the Content Area Standards breakout

• Break• Implementing, continued• Lunch• Cross-sharing content• Complex Planning• Evaluation

OVERHEADS


OH 1

Social Studies Toolkit Roll-out

Agenda

Chunk 1: Social Studies Content Standards Chunk 2: Social Studies Performance Standards Chunk 3: Social Studies Toolkit


OH 2 Major Goal of Social Studies

To prepare citizens who can make reflective decisions and participate successfully in the civic life of their communities, nation and the world.

Goals in four categories contribute to this major goal:

1. Knowledge

2. Skills • Thinking • Inquiry • Study • Group

3. Attitudes and Values

4. Citizen Action


OH 3 Social Studies Standards Require:

• focusing on open-ended problems and issues • using multiple materials that provide different interpretations

and perspectives • curriculum that emphasizes major concepts, effective

strategies, and encourages depth of inquiry, group dialogue • authentic performance assessment in which students can

demonstrate their knowledge and skills • developmentally responsive environments, resources, and

pedagogy for all students • fitting the learning environment to the child, not fit the child to

the education system • being informed by a sound knowledge of how children grow,

change, and learn • thinking about our work in terms of what brings about the best

in every child • challenging complacency and easy answers and encouraging us

and our students to question, explore, reflect, think of new solutions, and grow as human beings

• providing equity and excellence for all children


OH 4 Best Practices in Social Studies

Students need regular opportunities to: • investigate topics in depth • exercise choice and responsibility by choosing their own topics for

inquiry Social Studies teaching should: • involve exploration of open questions that challenges students’ thinking • involve active participation in classroom and wider community • involve both independent inquiry and cooperative learning to learn

skills and habits for lifelong learning • involve students in reading, writing, observing, discussing and debating • build on students’ prior knowledge of their lives and communities

rather than assuming that they know nothing about the topic • explore a full variety of cultures, including students’ own background

and understanding of other cultures’ approaches to concepts • eschew tracking of students because it deprives various groups of equal

access to educational opportunity • include evaluation that reflects the importance of students’ thinking and

their preparation to be lifelong responsible citizens rather than memorization of decontextualized facts.

OH 5


Relationship of Social Studies Standards to General Learner Outcomes


OH 6 General Learner Outcomes

Social Studies Standards

Ability to be responsible for one’s own learning

Historical Inquiry Governance/ Power/Authority Democracy Citizenship/Participation Cultural Diversity and Unity Limited Resources and Choice

Ability to be involved in complex thinking and problem solving

Historical and Cultural Inquiry Political Analysis World in Spatial Terms

Ability to recognize and produce quality work

All History standards • History Day Projects Political Science/Civics standards • We the People—Project Citizen,

Citizens and the Constitution,

Ability to communicate effectively

All of the SS standards

Ability to use a variety of technologies effectively and ethically


Ability to work well with others



OH 7

Standards at a Glance


OH 8 Standards at a Glance

History K-12

Political Science/Civics K-12

Cultural Anthropology K-12

Geography K-12

Economics K-12

Change, Continuity, Causality Employ chronology to understand change and/or continuity and cause and/or effect in history.

Political Science/Civics Understand the ways and reasons people and groups create governments and use this knowledge to make reasoned decisions.

Cultural Systems Understand culture as a system of beliefs, knowledge, and practices shared by a group.

World in Spatial Terms Use geographic representations to organize, analyze and present information on people, places, and environments.

Limited Resources and Choice Understand costs and benefits of economic choice and economic incentives and use this knowledge to make sound economic decisions.

Historical Empathy Learn to judge the past on its own terms and use that knowledge to understand present day issues, problems and decision-making.

Democracy Understand and demonstrate the principles and values underlying American constitutional democracy.

Cultural Diversity and Unity Understand and respect the myriad of ways that society addresses human needs and wants.

Places and Regions Understand how distinct physical and human characteristics shape places and regions.

Role and Function of Markets Understand how markets function and analyze the role of prices and incentives to realize how economic interactions affect human behavior.

Historical Inquiry Use the tools and methods of historians to transform learning from memorizing historical data to “doing history.”

Global Cooperation, Conflict and Interdependence Understand similarities and differences across cultural perspectives, and evaluate the ways individuals, groups, societies, nations and organizations change and interact.

Cultural Dynamics/Change and Continuity

Understand culture as dynamic, selective, adaptive and ever changing.

Economic Interdependence Evaluate the costs and benefits of trade among individuals, nations and organizations to explain why trade results in higher overall levels of production and consumption.

Historical Perspectives and Interpretations

Explain historical events with multiple interpretations rather than explanations that point to historical linearity or inevitability.

Citizenship/Participation Understand roles, rights (personal, economic, political) and responsibilities of American citizens and exercise them in civic action.

Cultural Inquiry Use the tools and methodology of social scientists to explain and interpret ideas and events.

Human Systems Analyze how people organize their activities on earth through their analysis of human populations, cultural mosaic, economic interdependence, settlement, and conflict and cooperation.

Role of Government Understand how the government influences the well being of people and institutions.

Political Analysis Understand and use the tools and methods of the political scientist to explain ideas, events, and behaviors and use this knowledge to make decisions.

Environment and Society Demonstrate stewardship of earth’s resources through the understanding of society and the physical environment.


OH 9

Definitions of the Disciplines


OH 10

History The study of history should not rest solely on the knowledge of facts, dates and places. Effective historical understanding requires students to engage in historical thinking. At the same time, history consists of real people and events, the accurate knowledge of which is crucial to proper historical understanding. Modes of historical thinking should therefore take place within a solid framework of actual historical events and developments.

Political Science/Civics Students need not only to acquire a body of knowledge about civic life, politics and government, they also need to acquire relevant skills and to have the disposition to engage in civic participation. They need opportunities in and out of the classroom to experience democracy and all that it entails. After all, the formal documents upon which the nation was founded contain the premise that citizens will be active socially and politically.


OH 11

Cultural Anthropology

The study of culture is more than holidays and food, costumes and crafts. It prepares students to think about culture as a system of beliefs, traditions, etc., and to use that knowledge to celebrate diversity and unity and to develop empathy for people and things different from themselves.

Geography

Geography is more than memorizing states and their capitals. Geographic understandings require that students learn the skills and inquiry methods of geographers to observe patterns, associations, relationships and spatial order. Geography must be learned within the contexts of home, school, community, society and the work world.

Economics

A better understanding of economics enables people to comprehend the forces that affect them every day and helps them identify and evaluate the consequences of private decisions and public policies. Economics should and can be interwoven into all subject areas for economic decisions are the basis for human activity.


OH 12

Content Standards

• Define WHAT every student should know and be able to do.

• Identify ESSENTIAL content of a discipline. • Serve as a means to ORGANIZE the content of

a discipline.


OH 13

Benchmarks • Benchmarks accompany content standards. • Benchmarks tell how content of the discipline

might be scaffolded. • Benchmarks tell when students can reasonably

be expected to know a given content.


OH 14

Performance Indicators

• Performance indicators describe the KIND of work required by the standard at any given grade level.

• They are not learner outcomes or objectives. • All indicators must be present in the work for it

to meet the benchmark or standard.


OH 15 Sample

History Performance Indicators Change, Continuity and Causality

This sample includes grade level performance indicators. The first column on the left

contains the benchmark/s for the grade clusters K-3. The next columns contain the suggested grade level performance indicators that can be taught.

BENCHMARKS K-3

GRADE K PERFORMANCE INDICATORS

GRADE 1 PERFROAMCNE INDICATORS

GRADE 2 PERFORMANCE INDICATORS

GRADE 3 PERFORMANCE INDICATORS

Compare and contrast own lives with those of children in history.

Recognize temporal structures (“Beginning”, “Middle” and “End”) and cause/effect in stories and historical narratives.

Tell or draw about own life, e.g., daily life of school, play family. Give possible reasons for the similarities with own life and that of children of another era. Tell own narrative (in sequence) from a calendar of events or story.

Tell or draw about own life and of children in history. Give possible reasons for the similarities and differences. Sequence a series of events from a story.

Show similarities and differences of own life with those of children in history. Give possible reasons for the similarities and differences. Sequence a series of events from a story or historical narrative. Reconstruct cause/effect relationships from a story or historical narrative.

Show similarities and differences of own life with those of children and/or adults in history. Write possible reasons for the similarities and differences. Consistently sequence a series of events from a story or historical narrative. Consistently reconstruct cause/effect relationships from a story or historical narrative.


OH 16

STANDARDS IMPLEMENTATION PLANNING MODEL

Identify relevant standards.

Determine acceptable evidence.

Determine learning experiences that will enable students to learn what they need to know and be able to do.

Teach and collect evidence of student learning.

Assess student work to inform instruction or evaluate student work and report on student learning results.

Reteach or repeat process with the next step of relevant standards.


OH 17

Process to Understand Standards


OH 18 A Process to Understand the Standards

1. Read, discuss and gain a working knowledge of the content standard.

(What processes and concepts are important/embedded/essential)? 2. Read, discuss and gain a working knowledge of the benchmarks.

(What processes and concepts are important/embedded/essential)? Relate it back to the content standard.

3. Read, discuss and gain a working knowledge of each of the

performance indicators in relation to the benchmarks and content standard. (What processes and concepts are important/embedded/essential)?

4. Think of the performance indicators linked together as a holistically

integrated entity which should parallel the benchmark(s). Each performance indicator may be taught separately. However, the “whole is greater than the sum of its parts.”

5. Visualize the performance indicators and how they will appear

throughout the performance assessment (student work). The formative daily assessments will indicate progress toward each indicator as well as progress toward meeting the benchmark. The final student work will have all of the performance indicators clearly presented, related and integrated.

6. As you are teaching to the standard, keep in mind what kind of

performance assessment would best allow students to show the performance indicators in a coherent integrated way.

7. Plan the student activities and your instructional strategies so that

the indicators and benchmarks can be attained.


OH 19

Planning Worksheets


OH 20

Sample Standards-Based Instruction Planning Sheet

Teacher: _______________Grade/Course K-3 Content or Topic

Content Standard Change, Continuity and Causality Students employ chronology to understand change and/or continuity and cause and/or effect in history. Benchmark Compare/contrast own lives with those of children in history. Recognize temporal structure (beginning, middle, end) and cause effect in stories and historical narratives. Performance Indicators 1. Show similarities and differences of own life with those of children in history. 2. Give possible reasons for the similarities and differences. 3. Sequence a series of events from a story or historical narrative. 4. Reconstruct cause/effect relationships from a story or historical narrative. Content/Concepts/Values (Nouns)

Process/Skills/Values (Verbs)

Student Work

(Culminating assessment task)


OH 21 Going from Content to Performance Standards

The content standards that appear at the top of the document are broad K-12 statements that summarize what students should know and be able to do by the time they graduate.

Grade Cluster benchmarks supply a definite meaning for the content standards. They should invite staff to discuss the appropriate content and concepts and critical skills students need to perform tasks, how students learn the skills and how to teach the skills associated with the benchmarks and PIs. Grade Level Performance Indicators (PIs) describe the results of student learning--the actual learning that teachers will look for in the student and the work rather than teaching strategies or learning activities. PIs cast the benchmarks into more useful and precise terms. The idea of the benchmarks and indicators is to match the cognitive and social-emotional capabilities of children with their ability to perform the skills and knowledge associated with the standard. They are intended to be developmentally appropriate but the variability of student development may still necessitate additional time and different methods for some students to achieve the standards. The PIs establish further checkpoints in the learning process and later become the focal point for assessment criteria.


OH 22

PIs are behaviors or traits that are typical of the particular performance being assessed. They are concrete signs or symptoms of the grade cluster benchmark being met thus making assessment and self-assessment easier. They provide concrete cues or feedback on whether the standard has been met. Performance Standards: Performance standards will show teachers the extent to which each standard was met. • Performance Indicators: The performance indicators describe

the evidence of student learning. • Student Work: The student work displays or exhibits the

evidence (the PIs) • Teacher Commentary: The teacher commentary documents

where in the student work the PIs (evidence) appear.


OH 23

Social Studies Performance Standards


OH 24

Looking at Student Work

Serious

• Demonstrates effort to understand significant ideas and concepts and meant to communicate

Inquiry Stance • Look for what you can learn Public • Look collaboratively not in isolation In Depth, Over Time, With Others • Engage in reflective dialogue Match the Work to the Standards • Purpose for looking ~ form and function of

the work Strengthen Connections • Children’s learning to changes in instruction,

curriculum, assessment or other aspects of school life


OH 25 Student Work Historical Empathy K-3


OH 26 Student Work Historical Empathy K-3


OH 27 Historical Empathy K-3

Content Standard

Students learn to judge the past on its own terms and use that knowledge to understand present day issues, problems and decision-making. Grade Cluster Benchmark: • Identify issues and problems of their own community and those of communities in the past. Performance Indicators 1. Identify and explain (written and/or illustrated) a present problem or issue.

2. Identify and explain (written and/or illustrated) a similar problem or issue of the past. 3. List possible reasons why they are problems. 4. Propose and/or explain a solution for past or present issue/problem.

5. Show empathy in text or illustration. Teacher Commentary: Student Work: Dear Harriet Tubman PI # 1. In the third paragraph, the child relates to own experience as a current problem. Child identifies

problem by describing the “grounding” and elaborates by stating feelings. PI # 2. In the first paragraph, the child talks about slavery and by stating that he/she thinks it is wrong because

it is illegal. Child attempts to identify and explain slavery as an issue. PI # 3. Child states, “ it is wrong to slave people because of their color”. This statement represents the child’s

reasoning to size up a problem and identify the point of conflict which to this writer is the issue of “color”.

PI # 3. In second paragraph, “it forces people from Africa to work for almost nothing. It also makes wars.”

This analysis by a third grade child reveals the perspective that slavery is a problem because it causes the two conditions above There is conflation between cause and effect and reasons and results.

PI # 4. In the fourth paragraph, child states that one way to solve the problem is a peace treaty….”. Even

though the information is a conflation between peace treaty and the Emancipation Proclamation, the child does suggest a plausible way to solve that issue.

PI # 5. Child includes a statement about how he/she thought the slaves might have felt-a strong feeling

appears here-“I think the slaves were angry. And I think they felt terrible. And most likely they hated their masters.” The statement is a self-referenced empathy toward unfamiliar people. The writer is responding to another’s perceived emotional experience. This capacity is a potential scaffolding for the teacher to use in helping children see their similarities with unfamiliar people.

PI # 5. Illustration shows tears in the figure, presumably a slave. For a third grader, empathy is often

articulated as self-referenced empathy or sympathy.


OH 28 Dear Harriet Tubman Lesson

Historical Empathy K-3

Content Standard: Students learn to judge the past on its own terms and use that knowledge to understand present day issues, problems and decision-making. Grade Cluster Benchmark: Performance Standards: Identify issues and problems of their own community and those of communities in the past.

At the end of grade 3, the student: 1. Identifies and explains (written and/or

illustrated) a current problem or issue. 2. Identifies and explains (written and/or

illustrated) a similar problem or issue of the past.

3. Lists possible reasons why they are problems.

4. Proposes and/or explains a solution for past or present issue/problem.

5. Shows empathy in text or illustration. Instructions: Students listened to and read many fiction and non-fiction books about American slavery and Harriet Tubman (Harriet Tubman, Black Liberator, Sweet Clara and the Freedom Quilt, The Wagon, Aunt Harriet’s Underground Railroad in the Sky, Minty: A Story of Young Harriet Tubman) as well as other historical figures. They viewed Following the Drinking Gourd. They discussed issues and problems that slaves might have had. Children also related their own issues and problems. The books and discussion helped to clarify the magnitude of slavery compared to the problems that they have today. Teacher notes: Key concepts: Slavery, freedom, human rights, empathy, solutions Assessment: Students were asked to write a letter to Harriet Tubman to relate their own understanding of her issues/problems, to tell her about some of their problems and to offer suggestions for reasons why they were/are problems. They were asked to include some solutions and to use information they got from reading or listening to the books and songs. Finally they were asked to include a picture showing their understanding of her situation (empathy).


OH 29 DRAFT Your input will be appreciated.

Rubric Historical Empathy Grades K-3

Content Standard: Students learn to judge the past on its own terms and use that knowledge to understand present day Benchmark: Identify issues and problems of their own community and those of communities in the past.

Criteria: generated from the

performance indicators

Minimally Meets Standard Meets Standard Exceeds Standard

Identification and explanation (written and /or illustrated) of a current problem or issue.

Problem is not current; problem may not be clearly identified and/or explained.

Current problem is identified and explained either in text and/or illustrations or with child’s verbal explanation.

Current problem/issue is fully and clearly defined and explained through text and illustrations. Examples and details are given.

Identification and explanation (written and/or illustrated) of a similar problem of the past.

Problem is not a problem but just the way things were, problem is not related to present problem, may not be clearly identified and/or explained.

Problem of past is similar/parallel to today’s problem. Is identified and explained in either text or illustrations with child’s verbal explanation.

Child makes clear connection/relation of past problem/issue to present one. Past issue fully defined and explained through text and illustrations. Examples are given.

List of possible reasons for why they are problems

Reasons offered are not sensible or doable.

Possible and tenable reasons are given.

Reasons are given and justified with historical/current evidence.

Proposal for solving the current problem is evident.

Proposal is untenable and/or inappropriate.

Proposal is doable and appropriate.

Proposal is doable. Includes a heuristic (how to implement) for the proposal.

Empathy is shown in text or illustration.

Empathy or sympathy is hinted at/not clearly evident.

Text and/or illustration show empathy at appropriate developmental level.

Text and/or illustration show empathy (clearly stated thoughts and feelings.)


OH 30 Generic Social Studies Rubric

Criteria Does not or minimally Meets Meets Exceeds Understanding Shows limited understanding and/or

misconceptions of events, individuals and issues under study. Shows little/none or inappropriate connections, insights and generalizations. Misapplies or does not apply concepts in relevant ways.

Shows thorough understanding of the events, individuals and issues under study. Shows apt connections, insights and generalizations. Uses and applies concepts in relevant ways. Can distinguish superficial from deep concepts.

Shows deep and sophisticated understanding of the events, individuals and issues under study. Shows powerful connections, insights and generalizations. Uses and applies concepts in relevant ways. Can distinguish superficial and irrelevant from deep concepts.

Reasoning

Purpose/goal and/or question is not stated clearly or is missing. When point of view is required, it is stated from narrow or superficial way. Uses inappropriate or does not use strategies to organize and use information. The information may or may not be from both primary and secondary sources. Explains and justifies with inadequate evidence or does not include an explanation and/or justification.

States significant purpose/goal or question in clear language. Articulates point of view and honors others when required. Uses appropriate strategies to organize and use information from primary/secondary sources. Explains and justifies assertions with adequate evidence.

States significant and relevant purpose/goal or question in clear language. Articulates clearly and fairly relevant multiple points of view when required. Uses powerful strategies to organize and use information gleaned from a variety of primary/secondary sources. Explains and justifies all assertions with compelling evidence.

Accuracy

Sources are not referenced or referenced incorrectly. Information presented may be incorrect or conflated. Documents are not supported with titles, labels, keys, etc., or are mislabeled. Authorship is not verified or author is not credible source. Does not evaluate or evaluates superficially and does not draw conclusion or draws invalid conclusions.

Most sources are referenced correctly. Information presented is accurate and up to date. Most documents and materials are supported with correct titles, labels, keys, etc. Authorship of documents Used is verified and accredited. Evaluates the evidence and draws conclusions supported by the data.

All sources are referenced correctly. Information presented is accurate, up to date and verified by credible source. Documents and materials are supported with correct titles, labels, keys, etc. Authorship of documents used is verified and accredited. Evaluates and clearly states the evidence and draws conclusions supported by the data.

Communication Does not or ineffectively demonstrates/explains ideas. Details may be missing. Does not or ineffectively use audio-visual aids. Uses few or inappropriate social studies terminology.

Demonstrates/explains ideas with details. Uses supporting audiovisual aid that match/enhance the message. Uses appropriate social studies terminology.

Demonstrates/explains ideas with clear, vivid, precise details. Uses effective supporting audio visual aids. Uses precise and appropriate social studies terminology.

This rubric is meant to be used with any social studies product or performance. The categories are to be used if applicable and with discretion, i.e., when reviewing a young child’s work, consider the developmental stage and age of the child. Depending on the type of work being evaluated, some of the criteria or descriptors may not be appropriate. Please feel free to add criteria or descriptors if the student work warrants any addition or revision.


OH 31

Looking at Student Work

When looking for evidence of student’s thinking: • Stay focused on the evidence that is present in the work. • Look openly and broadly; don’t let your expectations cloud your vision. • Look for patterns in the evidence that provides clues to how and what the student was thinking. When listening to colleague’s thinking: • Listen without judging. • Tune in to differences in perspective. • Use controversy as an opportunity to explore and understand each other’s perspective. • Focus on understanding where different interpretations come from. • Make your own thinking clear to others. • Be patient and persistent. When reflecting on our own thinking: • Ask yourself, “Why do I see student work in this way? What does this tell me about what is

important to me?” • Look for patterns in your own thinking. • Tune in to the questions that the student work and your colleagues’ comments raise for you. • Compare what you see and what you think about the student work with what you do in the classroom. When you reflect on the process of looking at student work: • What did you see in this student’s work that was interesting or surprising? • What did you learn about how this student thinks and learns? • What about the process helped you see and learn these things? • What did you learn from listening to your colleagues that was interesting or surprising? • What new perspectives did your colleagues provide? • How can you make use of your colleagues’ perspectives? • What questions about teaching and assessment did looking at this student’s work raise for you? • How can you pursue these questions further? • Are there things you would like to try in your classroom as a result of looking at the student’s work?


OH 32 Looking at Student Work

Worksheet Grade/Title of Work Standard Addressed What did you see in the work holistically? What do you think this child was asked to do? What questions does this work raise for you? What are some considerations for teaching to this standard? .


OH 33

Standards Toolkit


OH 34 Establishing the Context

To assist with implementation of the standards.

To assist with “No Child Left Behind” and AYP.

To assist those teachers who requested support and guidance and a fuller picture of what a standards-based classroom looks like.


OH 35

Guidelines for Use of these “Tools”

To continue or begin conversation about standards-based curriculum, instruction and assessment.

To continue or begin to look deeply at student work.

To use as examples of strategies and classroom assessments—not all-inclusive or comprehensive.

To focus on the learning.


OH 36

Toolkit

Social Studies Interpretation

The tools show that different standards may receive a different amount of emphasis each year. The tools are developmental guides. The tools can be used for curriculum development or mapping. Each grade level is intended to show growth from previous level. The tools use appropriate Social Studies terminology.

The tools are fluid and based on current status of the standards.


OH 37

Tool: Scope and Sequence

Some uses:

• For schoolwide curriculum planning and articulation

• For communication with community

• To align with other subjects (cut apart by

grade)


OH 38 Sample of a Page from the Social Studies Scope and Sequence

H1: Change

Continuity, Causality H2: Historical Empathy H3: Historical Inquiry H4: Historical Interpretations and Perspectives

PS/C1: Governance/ Power/ Authority PS/C2: Democracy PS/C3: Global Cooperation, Conflict and Interdependence PS/C4: Citizenship/Parti-cipation PS/C5: Political Analysis

CA1: Cultural Systems CA2: Cultural Diversity and Unity CA3: Cultural Dynamics/Change and Continuity CA4: Cultural Inquiry

G1. World in Spatial Terms G2. Places and Regions G3: Human Systems G4. Environment and Society

E1: Limited Resources and Choice E2: Role and Function of Markets E3: Economic Interdependence E4: Role of Government

K Children’s lives and others of the past/sequencing events Contemporary problems Asking and finding answers to historical questions Different points of view

Rules/authority Democratic values Behavior that affects others Roles, rights and responsibilities reflection on roles/joining/inter-acting with groups Problem statement/data collection and analysis/solution implementation

Cultural holidays Cultural values/practices and examples How artifacts change over time Exploring artifacts

Map of home or school. Physical characteristics of school and another place Plants, wind and water as resources/ human use of the resources

Scarcity/and a situation of scarcity Buyers and sellers/goods and services and marketplaces Personal exchange/ consequences of the exchange Fire and police protection


OH 39

Tool: Grade Level Performance Indicator Progression

Some Uses:

• For grade cluster articulation

• To show how students progress through the learning experiences

• For communication with parents

• For planning assessments and school change

• For purchasing of grade level materials and

resources

• As resource for beginning teachers and teachers who are changing grade levels

• To understand report card “chunks”


OH 40 Sample of a Page of the Grade Level Performance Indicator Progression

This section includes grade level and/or course performance indicators. The first column on the left contains the benchmark/s for the grade clusters K-3, 4/5, 6-8 and 9-12. The next columns contain the suggested grade level or course performance indicators that can be taught. Kindergarten through Grade 3 has a few examples of specific content however; it is not until Grade 4 that the indicators become content specific. Change, Continuity, and Causality

BENCHMARKS K-3

GRADE K PERFORMANCE

INDICATORS

GRADE 1 PERFORMANCE

INDICATORS

GRADE 2 PERFORMANCE

INDICATORS

GRADE 3 PERFORMANCE

INDICATORS Compare and contrast own lives with those of children in history. Recognize temporal structures (“Beginning”, “Middle” and “End”) and cause/effect in stories and historical narratives.

Tells or draws about own life, e.g., daily life of school, play family. Tells or draws about children of the past. Tell own narrative (in sequence) from a calendar of events or story.

Tells or draws about own life and of children in history. Gives possible reasons for the similarities and differences. Sequences a series of events from a story.

Shows similarities and differences of own life with those of children in history. Gives possible reasons for the similarities and differences. Sequences a series of events from a story or historical narrative. Reconstructs cause/effect relationships from a story or historical narrative.

Shows similarities and differences of own life with those of children and/or adults in history. Writes possible reasons for the similarities and differences. Consistently sequences a series of events from a story or historical narrative. Consistently reconstructs cause/effect relationships from a story or historical narrative.


OH 41

Tool: Instructional Guide

Some Uses:

• For new classroom teachers to use as a guide to the standards, content, strategies and assessment

• For experienced teachers to use as a refresher

• For articulation between and among

elementary, middle and high schools


OH 42 Table of Contents (from Hawaii, the Pacific State, Rayson)

Chapter 1 How the Islands Came to Be……………………………………………2

Chapter 2 Islands in the Hawaiian Chain………………………………………….3

Chapter 3 The Coming of Plants and Animals…………………………………….4

Chapter 4 The Coming of the First Hawaiians…………………………………….5

Chapter 5 Life in Early Hawaii…………………………………………………….6

Chapter 6 Captain Cook Finds the Hawaiian Islands………………………………7

Chapter 7 Kamehameha I, the Lonely King……………………………………….8

Chapter 8 Kamehameha II and the Coming of the Missionaries………………….9

Chapter 9 Kamehameha III, the Wise and Loved King………………………….10


OH 43

Grade Kindergarten

Political Science/Civics1: Children understand ways and reasons why people and groups create governments and use this knowledge to make reasoned decisions

Our World: Democracy in our Classroom


OH 44

Benchmark Explain the purpose of rules and laws and participate in establishing rules. *Teaching this benchmark is ongoing throughout the year.


OH 45

Grade Level Performance Indicators The student: Retells some class/school/library rules. Gives reasons for rules. Shares rules for (home, class, school, etc). Shares/names people in school with legal authority. Shares ideas about people who exercise power without authority (“bossy” kids, bullies). Shares personal decision-making and justifications.


OH 46

Sample Assessment Using puppets, children demonstrate constructive ways to work out problems they have with following the rules as well as restating the rules in their own words. This provides an opportunity to reason about rules and laws and how and why they can change. Observe and note children’s explanations of rules and laws. As situations arise, note children’s explanation of rules.


OH 47

Teaching Strategy Provide opportunities for discussion on rules, e.g., why we have them, different kinds of rules. Partner Discussions: Provide opportunities for child- directed conversations on rules and laws.


OH 48

Content of the Curriculum Framework for Social Studies

• General Description of Social Studies

• Rationale Vision Goals Research FAQs

• System of Standards

• Content and Performance Standards

• Benchmarks • Grade Level Performance Indicators • Scope and Sequence

• Assessment, Curriculum and Instruction

• Descriptions

• Rubrics

• Content and Concepts

• Strategies

• Integration • Standards-based Scenarios and Student Work Samplers • Bibliography, References and Glossary • Scope and Sequence and Grade Level Performance Indicator

Progression


OH 49

Quotation

“If I were to tell new teachers anything, it would be to function on the basis of hope, rather than on optimism. Optimism is a conviction that things will work out for the best. Hope is a deep faith that the struggle for things to work out might eventually succeed.

Optimism will almost certainly fail, but HOPE NEVER DIES.” Herbert Kohl


OH 50

MAHALO
