Social Studies Standard Social Studies Standard Articulated by Grade LevelArticulated by Grade Level

Arizona Department of EducationArizona Department of EducationPublic Forums - VideoconferencesPublic Forums - Videoconferences

August 23 – 24, 2005August 23 – 24, 2005

Social Studies Standard Social Studies Standard Articulation ProjectArticulation Project

• A collaborative effort of:– Social Studies Task Force– Social Studies Articulation Committee– Universities and Colleges– Professional Organizations

Social Studies Committee Members Social Studies Committee Members Represent:Represent:• Geographic and ethnic diversity of the state• Grades K – 12, colleges and universities• Rural and urban communities and school

districts, including those on Indian Reservations• Large and small school districts• Charter schools• Different levels of teaching experience

Participating DistrictsParticipating Districts• Amphitheater• Benchmark Charter• Bullhead City• Cartwright • Casa Grande • Challenge Charter• Chandler • Chinle • Chino Valley• Cottonwood - Oak Creek • Deer Valley • Gilbert• Glendale• Kyrene• Lake Havasu• Maricopa County

• Mesa • Miami• Paradise Valley• Peoria• Prescott• Sacaton• Salt River• Scottsdale• Sierra Vista• Tolleson• Tuba City• Tucson• Washington• Winslow• Yuma

Statewide RepresentationStatewide Representation• Sierra Vista• Phoenix• Winslow• Tucson• Paradise Valley• Cottonwood• Casa Grande• Prescott• Scottsdale• Mesa• Peoria• Mohave Valley• Yuma• Flagstaff

• Lake Havasu• Buckeye• Glendale• Salt River Indian Community• Chandler• Chino Valley• Tuba City• Miami• Gilbert• Sacaton- Gila River Indian

Community• Chinle• Tempe• Tolleson

Universities and CollegesUniversities and Colleges• Arizona State University

• Arizona State University West

• Northern Arizona University

• University of Arizona

• Grand Canyon University

• Mesa Community College

• Scottsdale Community College

Professional OrganizationsProfessional Organizations• Arizona Council for the Social Studies• Arizona Geographic Alliance• Arizona Council for Economic Education• Arizona Historical Society• Arizona Civics Coalition• Bill of Rights Institute• National Council for the Social Studies• Kids Voting, USA

Timeline of the Standard ProjectTimeline of the Standard Project

• Spring 2004 – Task Force decided on the need for articulation of the Social Studies Standard

• June 2004 – Committee was formed following the established ADE procedures and began development of the Standard

Timeline - continuedTimeline - continued

• March 2005 – Social Studies Standard Draft went through a Public Review Process

• April – June 2005 – Social Studies Standard writing committee reviewed comments from the public and external reviewers and revised the draft accordingly

Timeline - continuedTimeline - continued

• June 27, 2005 – Revised draft submitted to the State Board for adoption– Board requested:

• additional clarification of K-3 content• additional opportunities for public input• a two-year period to transition from the “current”

document to the “new”

Timeline - continuedTimeline - continued

• July - August 2005 – Committee members met and clarified primary

content – Additional revisions made to K -8 based on

public, university and State Board input– Newly-revised draft posted for public review – Two-year transition plan developed

Cross Curricular ConnectionsCross Curricular Connections

• K- 8 reference library (trade books):– Aligned to Social Studies and Science standards– Developed by teachers– Already in progress; will be accessible on the IDEAL website

• Correlation of K-6 reading programs to Social Studies and Science standards

• Planned trainings in curriculum mapping and cross curricular lesson planning

Timeline - continuedTimeline - continued

• August 31, 2005 -Committee will reconvene to review public feedback and revise document accordingly

• September 26, 2005 – Revised draft will be presented to State Board for adoption

The Committee’s shared vision The Committee’s shared vision (the intent) of the document:(the intent) of the document:

• Our students will be prepared to function as informed citizens of a democratic nation and a global community;

• be knowledgeable of U.S. and world affairs to more effectively participate in an increasingly interdependent world.

DesignDesign

• Strands– Five: US History, World History, Civics,

Geography, Economics

• Scope and Sequence– K-3 introduces concepts– 4-8 revisits concepts in more depth– High School analyzes concepts in great

depth

Considerations in Articulating by Considerations in Articulating by Grade Level:Grade Level:

• Specificity:

–How general/how detailed? –How much/how little?

SpecificitySpecificity

Diverse Audience/Users:

–How will we provide both inexperienced teachers new to the content, and veteran teachers with content expertise, a clear understanding of what is expected?

SpecificitySpecificity

Consistency:

–How will we ensure that content does not vary depending upon the school students attend or the instructional materials they use?

SpecificitySpecificity

Clarity:

–How will we clearly distinguish what knowledge, skills and abilities students need to know and be able to do at each grade level, particularly in measuring learning (assessment)?

SpecificitySpecificity

Cohesiveness: – How will the content spiral through

the grades to develop depth of understanding over time?

Scope and Sequence K-1Scope and Sequence K-1• Kindergarten History Strands introduce the concept

of exploration as a means of discovery and a way of exchanging ideas, goods, and culture. Important presidents and symbols of our country are also introduced.

• First Grade History Strands introduce the concept that settlement enabled cultures and civilizations to develop in different places around the world, advancing their own and later civilizations. Exploration is revisited by introducing the impact of interaction between Native Americans and Europeans during the period of colonization.

Scope and Sequence - Grades 2-3Scope and Sequence - Grades 2-3• Second Grade History Strands introduce how the

United States became a nation. The impact of exploration is revisited through the introduction of western expansion of the New Nation. The development and contributions of cultures and civilizations are expanded into the continent of Asia.

• Third Grade History Strands introduce the reasons for and effects of exploration as a foundation for further study in fourth and fifth grades. The development of our nation from the Civil War through the early 20th century is introduced. The development and contributions of cultures and civilizations are expanded through the introduction of ancient Greece and Rome.

Scope and Sequence - Grades 4 -5Scope and Sequence - Grades 4 -5 • Fourth Grade History Strands emphasize the history of

Arizona and the Southwest from its earliest civilizations to modern times. Early civilizations in Central and South America, as well as concurrent events in the Middle Ages which spurred exploration of the New World, are studied to provide a foundation for the study of the Southwest.

• Fifth Grade History Strands emphasize American history from the earliest Native American cultures through the Civil War. The issues of exploration and rebellion as they occurred throughout the world are also studied in more depth.

Scope and Sequence - Grades 6 -8Scope and Sequence - Grades 6 -8• Sixth Grade History Strands emphasize World history

from its earliest cultures through the Industrial Revolution, including the Industrial Revolution in the United States.

• Seventh Grade History Strands emphasize American history from the Civil War to World War II, the causes and effects of world wars, the concept of imperialism and its impact on world events.

• Eighth Grade History Strands emphasize the historical foundations and democratic principles that framed our Constitution and led to our form of democracy. Postwar events to the contemporary world are studied.

Revisions to the Revisions to the June Draft June Draft

K – 8 Scope and Sequence K – 8 Scope and Sequence AddedAdded

• A Scope and Sequence of the main concepts, the “big ideas” taught in the History Strands, has been added for clarity on page viii of the document.

July-August RevisionsJuly-August Revisions

• Rewording of Grades K-3 POs - per discussions with Early Childhood Specialists

• In the stem of the PO, emphasis was placed on the concept, the “big idea”, rather than an individual or an event.

Example - KindergartenExample - Kindergarten

PO 1. Identify Christopher Columbus as an early European explorer of North America.

was changed to:

Example - KindergartenExample - Kindergarten

PO 1. Recognize that explorers (e.g., Columbus, Leif Ericson) traveled to places in the world that were new to them.

The “big idea” is that explorers traveled

to new places, not the identity of

specific explorers.

Deletion of POs or bullets - Deletion of POs or bullets - rationalerationale• “Grain size” was inconsistent: too small or too

large

• Fragments: POs that lacked connections to other POs in the Concept, Strand, or other Strands

• Skill required is not developed at this grade level

Too large in “grain size”Too large in “grain size”Example – Sixth Grade

PO 2. Describe the impact of innovations and inventions developed during the Industrial Revolution:• textile industry – factory system, sewing

machine, cotton gin• manufacturing – mass production of

interchangeable parts and assembly lines• steel industry • transportation – road improvements, steam

power, railroad

Too large in “grain size”Too large in “grain size”

was changed to:

PO 2. Describe how innovations and

inventions during the Industrial

Revolution impacted industry,

manufacturing, and transportation.

Lacked connections within StrandLacked connections within StrandExample – 2nd Grade

Concept 7: Age of Imperialism

PO 1. Recognize reasons (e.g., land, world power, resources) why England and Spain wanted to rule other countries (Africa, Americas).

Deleted – Does not connect with content in this

or other Strands

Expected skill levelExpected skill level

Example - KindergartenPO 1. Name days of the week and

months of the year.

Deleted -Skill required is not yet introduced/developed at this grade level; does not align with Math Standard for Kindergarten

July-August Revisions:July-August Revisions: Addition of POs - rationale Addition of POs - rationale

• When a transition was needed to address identified gaps between concepts or POs

• When content required clarification

• When emphasis was needed on the “big idea” of the concept or strand

Smoother transitionSmoother transition

Example – Second Grade

PO 1. Recognize that American colonists and Native American groups lived in the area of the Thirteen Colonies which were ruled by England.

New PO added for transition from Native Americans to colonization to American Revolution

Clarify contentClarify content

Example – Kindergarten

PO 2. Recognize that exploration resulted in the exchange of new ideas, culture, and goods (e.g., foods, animals, plants, artifacts).

Clarify contentClarify content

New PO added to clarify why students are

learning that explorers traveled to places

that were new to them (PO 1).

PO 1. Recognize that explorers (e.g., Columbus, Leif Ericson) traveled to places in the world that were new to them.

Emphasize the “big idea”Emphasize the “big idea”

Example – Second Grade

Describe how trade (e.g., Marco Polo’s travels to Asia) led to the exchange of goods (i.e., spices, silk) and ideas.

New PO added to emphasize the “big idea” of

the Strand: that civilizations developed and,

through exploration and trade, shared

knowledge and ideas.

July-August Revisions: Change in July-August Revisions: Change in wording of POs -rationalewording of POs -rationale

• To eliminate the perception that bullets or e.g.s are “lists” to be memorized

• To clarify the intent of the PO or Concept

• To make POs more manageable for students and teachers

• To combine POs with similar content

Bullets and e.g.s are not “lists” to be Bullets and e.g.s are not “lists” to be memorizedmemorized

Example - Third Grade Identify different levels of government (e.g.,

local, tribal, county, state, and national).

was changed to:

Bullets and e.g.s are not “lists” to be Bullets and e.g.s are not “lists” to be memorizedmemorized

Recognize that there are different levels of government (e.g., local, tribal, county, state, and national).

Students are not expected to memorize the

Different levels of government, but to

understand that there are different levels in

our system of government.

Clarify the intent of the PO or ConceptClarify the intent of the PO or Concept

Example – First GradePO 1. Discuss the ancestors of the Native American as hunters and gatherers.

PO 2. Identify prehistoric Native American cultures in the Southwest region of North America (e.g., Mogollon, Anasazi, Hohokam).

Clarify the intent of the PO or ConceptClarify the intent of the PO or Concept

The two POs were reworded and replaced by: PO 1. Recognize that the development of farming

allowed groups of people to settle in one place and develop into cultures / civilizations (i.e., Anasazi, Hohokam, Moundbuilders, Aztec, Mayan).

The intent of the Concept, showing the link between the ideas of the two original POs, was missing. It was restated and clarified in the new PO.

More manageable for students and More manageable for students and teachersteachers

Example – Third Grade PO 1. Describe the contributions made by the

following people in American history and the continuous impacts they made on the Civil Rights movement in the United States (e.g., Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., Malcolm X, Elizabeth Cady Stanton, César Chavez, Annie Wauneka).

was changed to:

More manageable for students and More manageable for students and teachersteachers

PO 1. Recognize that individuals (e.g., Susan B. Anthony, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Martin Luther King Jr., César Chavez, Annie Wauneka) have supported the rights and freedoms of others.

The objective for the students is restated to understand that individuals have supported the rights of others; the list of examples suggested to the teacher are more manageable in the new PO.

Combining POs with similar contentCombining POs with similar contentExample – Fourth Grade

PO 1. Describe the reasons for early Spanish exploration of Mexico and the Southwestern region of the United States.

PO 2. Describe how the following Spanish explorers contributed to the development and settlement of the Southwest:– Cabeza de Vaca– Estevan– Fray Marcos de Niza– Francisco Vásquez de Coronado

Combining POs with similar contentCombining POs with similar content

were combined into one PO:

PO 1. Describe the reasons for early Spanish exploration of Mexico and the Southwestern region of the United States by:– Cabeza de Vaca– Estevan– Fray Marcos de Niza– Francisco Vásques de Coronado

Key Features of the Key Features of the Standard DocumentStandard Document

Key Features of the Key Features of the Revised Revised June DraftJune Draft

• Revisions• Concept Descriptors• Use of i.e. and e.g.• Integration• Notes to the teacher

– Spiraling– Integration– Research Skills– Contemporary U.S. and World

Revisions - How to Read the DocumentRevisions - How to Read the Document • Black text - Revisions made in response to

the March public review for the June draft

• Blue strikeout text – Performance Objectives in the June draft that were deleted or modified

• Red text – New Performance Objective or new wording for an existing Performance Objective revised during July/August

Key Features of the Document – Key Features of the Document – Concept DescriptorsConcept Descriptors

• Concept Descriptors appear on pages 1 – 4 of the document

• Concept Descriptors present the “big idea” or key understanding that is to be taught through the Performance Objectives

Key Features of the Document –Key Features of the Document –Use of i.e.Use of i.e.

• i.e. – specific items that must be included in the study of the topic

Grade 8 Strand 3

Concept 2: Structure of Government PO 5. Describe the line of succession to the

presidency (i.e., 25th Amendment, through

Cabinet members).

Key Features of the Document – Key Features of the Document – Use of e.g.Use of e.g.

• e.g. – suggestions for the teacher; items from which they may choose an example; the teacher may choose to use another example not included in the e.g.

Grade 7 Strand 1 Concept 7: Emergence of Modern U.S. PO 4. Identify the following groups’ contributions to the changing social and political structure of the United States: c. industrialists (e.g., Andrew Carnegie, John D. Rockefeller)

Key Features of the Document -Key Features of the Document -IntegrationIntegration

• In grades 4 – 8, American and World History complement each other to offer students a picture of our country’s history in view of world events.

IntegrationIntegration

• Geography, Economics and Civics are integrated within the context of American and World History as appropriate.

IntegrationIntegration

• Performance Objectives are not designed to be taught in isolation, but in clusters.

Example – The Industrial Example – The Industrial RevolutionRevolution

• Grade 6

• Connections between Strands– Strand 1- American History – Strand 2- World History– Strand 4- Geography– Strand 5- Economics

• Twelve Performance Objectives can be addressed with this topic

Example of Strand IntegrationExample of Strand IntegrationStrand 1- American HistoryConcept 7: Emergence of the Modern

United States PO 3. Discuss how the Industrial Revolution in

the United States was supported by multiple factors (e.g., geographic security, abundant natural resources, innovations in technology, available labor, global markets).

PO 4. Determine the effect of the Industrial Revolution on the United States.

PO 5. Discuss the relationship between immigration and industrialization.

Strand Integration - Sixth GradeStrand Integration - Sixth Grade

Strand 2- World HistoryConcept 5: Encounters and Exchange

PO 2. Describe how innovations and inventions during the Industrial Revolution impacted industry, manufacturing, and transportation.

PO 3. Determine the effect of the Industrial Revolution on the Western World.

Strand Integration - Sixth GradeStrand Integration - Sixth Grade Strand 4- Geography

Concept 2: Places and Regions

PO 2. Describe the factors that cause regions and places to change.

Concept 4: Human Systems

PO 4. Identify factors (e.g., river/coastal civilizations, trade, Industrial Revolution). that influence the location, distribution, and interrelationships of economic activities over time in different regions.

Strand Integration - Sixth GradeStrand Integration - Sixth Grade

PO 6. Describe how changes in technology, transportation, communication, and resources affect the location of economic activities in places and world regions (e.g., Industrial Revolution, Imperialism).

Concept 5: Environment and SocietyPO 1. Describe ways that human dependence on

natural resources influences economic development, settlement, trade and migration.

Strand Integration - Sixth GradeStrand Integration - Sixth GradeStrand 5- Economics

Concept 1: Foundations of Economics

PO 5. Explain how trade promoted economic growth throughout world regions.

Concept 2: MicroeconomicsPO 1. Describe how investment in human capital

(e.g., education, job training, apprenticeships) leads to economic growth.

PO 2. Describe how investment in physical capital (e.g., factories, machinery, and new technology) leads to economic growth.

Key Features of the Document –Key Features of the Document –Notes to the TeacherNotes to the Teacher

• Teacher instructions and notes are included in Grades K – 6 to guide teachers:

– in the spiraling of concepts through the grade levels

– in content integration across the Strands

Notes to Teacher - SpiralingNotes to Teacher - Spiraling

• Example - Fifth Grade

Concept 6: Civil War and Reconstruction

(Note: The Civil War was introduced in Grade 3 and the Civil War in Arizona was taught in Grade 4.)

Notes to Teacher - IntegrationNotes to Teacher - Integration• Cross-references between Strand

concepts is provided in Grades K – 6 Example – Fifth Grade Strand 3 - Civics

Concept 2PO 2. Describe how the Constitution is

designed to limit central government (e.g., freedom from a controlling monarchy). Connect with: Strand 1 Concept 3, 4

Notes to Teacher - IntegrationNotes to Teacher - IntegrationStrand 1 -American History

Concept 4

PO 5. Describe how one nation evolved from thirteen colonies through the following events:

a. Constitutional Convention

b. George Washington’s presidency

c. creation of political parties

Connect with:

Strand 3 Concept 2, 3, 5

Strand 3 - Civics

Concept 2

PO 2. Describe how the Constitution is designed to limit central government (e.g., freedom from a controlling monarchy).

Connect with:

Strand 1 Concept 3, 4

Notes to Teacher - IntegrationNotes to Teacher - Integration• Correlation to other articulated

standards is provided in Grades K - 6 Example – First Grade

Strand 4 - Geography Concept 4 PO 3. Describe how people earn a living in the community and the places they work. Connect with: Reading Strand 2 Concept 2

Strand 5 - Economics Concept 1 PO 5. Recognize various forms of U.S. currency. Connect with: Math Strand 1 Concept 1

Notes to Teacher - Research SkillsNotes to Teacher - Research Skills• Concept 1: Research Skills for History

– These performance objectives are identical in Strands 1 and 2.

– They are intended to be taught in conjunction with appropriate American or World History content, when applicable.

Notes to Teacher – Notes to Teacher – Contemporary U.S. and WorldContemporary U.S. and World

• Strand 1 – Concept 10: Contemporary United

States: 1970s – Present

• Strand 2– Concept 9: Contemporary World

Notes to Teacher – Notes to Teacher – Contemporary U.S. and WorldContemporary U.S. and World

Both concepts explore current events and

issues as they shape our nation and the

global community in which we live.

They are included at every grade level

as a study of current events.

In SummaryIn Summary

• Concepts are the focus of understanding;

• performance objectives are the means to teach that concept

In SummaryIn Summary• Concepts are designed to be:

– introduced in the primary grades so that students can gain awareness of the world;

– developed in the intermediate grades so that students can expand what they know;

– studied in depth in high school so that students can critically analyze the dynamic interaction of the five strands of the standard

In SummaryIn Summary

• Specificity provides:

– clarity

– consistency

– cohesiveness

Public ReviewPublic Review

• Visit the ADE website http://www.ade.state.az.us/ for information on how to provide feedback on the Standard Draft:

Public Review - FeedbackPublic Review - Feedback

– Survey

– Email AcadStandards@ade.az.gov

– FAX

– U.S. Mail

– Share comments tonight

Thank you for joining us this evening.Thank you for joining us this evening.

We appreciate your time and your interest in

the Social Studies Standard.

Marie Mancuso

Deputy Associate Superintendent

Carol C. Warren

Education Program Specialist – Social Studies