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CESA 10 Social Studies

Kris McDaniel, Social Studies Consultant

Wisconsin Department of Public Instruction

October 25, 2016

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Objectives for today:

Morning:

Gain a general understanding of what’s happening in social studies at the national and state level,
Learn the definition of disciplinary literacy and how it differs from “reading in the content area”,
Explain Wisconsin’s definition of “text”,
Brainstorm ways these definitions apply to social studies teaching and learning,
Understand the value of authentic analysis of primary sources, sourcing, and point of view thinking as part of the social studies inquiry cycle that supports quality literacy instruction,
Explore resources from trusted partners such as the Library of Congress, National Archives, and Stanford History Education Group… WHEW!

Afternoon:

Learn what is required by Wisconsin law in regards to teaching social studies,
Understand how to use content standards/essential questions to guide social studies thinking, teaching, and learning,
Brainstorm the BEST look for social studies in YOUR district.

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Getting to know you...

Name
Grade level/course(s) taught
What something you have done that you would NOT want on your resume?

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You can find everything we talk

about here: http://bit.ly/CESA10102016

And all handouts can be found here:

http://bit.ly/CESAhandouts

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What’s going on?

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Burning questions you’re dying to ask?

(I have tons that I brought to share, updates and all that, but if there are questions right away, we can go with that!)

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At the National level...

ESSA
Civics Test Requirement (I’ll come back to this)
C3

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ESSA Highlights (as we understand them)

Significant changes:

Greatly decreases the role of the federal government in K-12 education
Much more focused on “whole child”, rather than two specific content areas only
No AYP, no HQT, no CCR, no federal EE requirement (we love our acronyms…)

Social Studies:

Still not in required standards or federal testing
“Well rounded” education specifically includes American history, civics, economics, geography, and government.

(Note - appropriations have NOT been finalized - in other words, LOTS can still change)

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ESSA Grant Opportunity Highlights

(as they stand - remember, NO FUNDING YET)

Student Support & Academic Enrichment Grants

Provide all students with a “well rounded” education/improve school conditions for learning/improve the use of technology
95% of funding must go to school districts - woo hoo!

Presidential Academies for American History & Civics

Institute for teachers, up to 12 funded, with 50-300 teachers per academy

Congressional Academies for American History & Civics

2-6 weeks, for rising juniors & seniors

Based on Sandra Day O’Connor Act

promote new and existing evidence-based strategies for innovation in the social studies
specifically for underserved populations

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C3

8 states + DC officially using to guide standards writing and implementation

New York State - FREE C3 Inquiry Toolkit helpful for educators teaching and writing at any level - www.c3teachers.org/newyork

C3 Framework: Useful Nationwide at Every Level Here’s a snapshot of some of the states and counties that are implementing the C3 Framework in their curriculum and professional development. (A report of a nationwide survey on this topic appears on the following pages.) If you have updates and examples from your state or community—the challenges and debates, as well as successes—please send a message about it to tssp@ncss.org. • Arkansas recently revised its social studies curriculum frameworks and implemented them in August 2015. The revision committee used the C3 Framework, among other sources, and the revised documents are all aligned to it. Scroll dC3 Framework: Useful Nationwide at Every Level Here’s a snapshot of some of the states and counties that are implementing the C3 Framework in their curriculum and professional development. (A report of a nationwide survey on this topic appears on the following pages.) If you have updates and examples from your state or community—the challenges and debates, as well as successes—please send a own to “C3 Resources” at www.arkansased.gov/divisions/learning-services/curriculum-and-instruction/resource-materials-for-lesson-plans/social-studies. • In California, Los Angeles County Office of Education (LA COE) has developed a number of C3 Framework resources posted at www.lacoe.edu/curriculuminstruction/historysocialscience.aspx. LA COE covers 80 school districts and millions of students. • Connecticut’s Board of Education adopted new social studies frameworks in February 2015, based on the C3 Framework. The state’s framework was “entirely created and written by a team of Connecticut social studies educators,” posted at www.sde.ct.gov/ sde/lib/sde/pdf/board/ssframeworks.pdf. • The District of Columbia has revised its Scope and Sequence for K-12 social studies to incorporate indicators from the C3 Framework, has provided professional development aligned with the C3, is developing assessments that incorporate C3 outcomes, and has adjusted its Building Literacy in Social Studies (BLISS) program to incorporate elements of C3. See, for example, www.inspiredteaching.org/programs/register-here-for-sy-2016-17/bliss/bliss-c3-framework. • Hawaii’s Department of Education adopted the C3 Framework on September 15, 2015, and will begin to develop new social studies standards based on C3. Hawaii is unique in that the entire state is managed as a single school district. See, for example, www.c3teachers.org/hawaii-pdf. • Illinois State Board of Education (ISBE) voted on June 17, 2015 to adopt revised social science standards. The C3 Framework was “a resource and foundation” (p. 132) for the Board’s report, at isbe.net/board/meetings/2015/june/packet.pdf. • In Kentucky, a writing team has been drafting Social Studies Standards for the Next Generation. They are drawing on the C3 Framework, the Global Competence Matrix, and 21st Century Skills for Teaching and Learning, among other documents. They hope to present the results to the Kentucky Board of Education in April 2016 for consideration of implementation. See education. ky.gov/curriculum/conpro/socstud/Pages/default.aspx. • Maryland has begun writing a new Maryland Social Studies Framework for preK-12 based on the C3 Framework. Maryland is also using C3 in professional development. See the session topics from the fall 2015 conference of the Maryland Council for the Social Studies, at mdcss.org/newsletters. • New York State’s Board of Regents has adopted a new K-12 Social Studies Framework that draws explicitly on the C3 Framework. New York also provides a free C3 Toolkit helpful for educators teaching and writing at any level, from their classroom to a state curriculum. Educators in many states are drawing from these resources at www.c3teachers.org/newyork. • North Carolina is just beginning its regular revision of social studies standards 2015–2016, but the state is using the C3 as a curriculum framework and has conducted professional development to help teachers use it. Watch for news at ncsocialstudies.org and ssnces.ncdpi.wikispaces.net.

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C3 as an Instructional Framework

What do I

mean by this?

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Civics Test Graduation Requirement

Standards Policy and Process

New State Assessment Opportunity on the Horizon

The Big Picture

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Civics Test Graduation Requirement

http://dpi.wi.gov/social-studies/civics

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Civics Test Graduation Requirement - Main Points

This is not a state assessment. There is no requirement to send in test scores, there is NOT an “official” state test, and there is no “opt out”. It is a graduation requirement.
Students with IEP’s must complete the test, but do not have to pass it.
Students identified as LEP may take the test in the language of choice.
There is no accommodation mentioned for students with federal 504 plans.
http://dpi.wi.gov/social-studies/civics

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Civics Test Graduation Requirement - Main Points

Districts are responsible for:

Obtaining/procuring the test,
Determining format,
Determining where it fits in the local curriculum/scope & sequence,
Scoring the test and keeping records of who passed,
Establishing student success on transcripts.

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Civics Test Graduation Requirement

There is one “sanctioned” test, found at:

http://www.uscis.gov/citizenship

If you get a test from someone else, make sure it is up to date - there are local questions, and there are questions that will change with elections!!

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State Standards Policy & Procedures

The State Superintendent has outlined a new procedure for reviewing standards.

At the moment, social studies is in the queue.

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New State Assessment Opportunity

(Social Studies Only)

If you were King/Queen of the World of Social Studies, what would a state assessment look like?

This is the question we are playing with.

“Think outside the box...in fact, think like there is no box” - Assistant State Superintendent Lynette Russell (Division for Student & School Success) (The Assessment Person)

Open discussion on state level assessments

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https://media.dpi.wi.gov/excforall/ecourse/story.html - Achievement Gap e-course

http://dpi.wi.gov/statesupt/agenda-2017

https://youtu.be/3B4SnAM7Zho

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WISELearn

http://dpi.wi.gov/wiselearn

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What have I been working on?

Elementary Social Studies

Authentic Assessment for Social Studies

Restructuring the DPI Social Studies webpages & social media connections

Partnership with MN on a Library of Congress grant opportunity for our teachers http://education.mnhs.org/loc/workshops (around here = Chippewa Valley Museum on April 1! Free!)

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What questions do you have about disciplinary literacy?

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Disciplinary Literacy

“. . .experts read their respective texts quite differently.”

-Shanahan & Shanahan

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Not your momma’s content area reading…

Based off the work of Shanahan & Shanahan and Doug Buehl, disciplinary literacy (DL) is more than just the old “reading in the content area”.

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In fact...

Districts who are encouraging use of the literacy standards without using DL are “doing it wrong”.

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Shanahan & Shanahan

We’ve assumed that if we teach basic literacy skills across the spectrum, that learning will improve in all areas.

–That hasn’t happened.

•Despite the increased need for high-level literacy skills, research shows that students don’t read any better (and maybe even worse!) than just one generation ago.

Shanahan, T. & Shanahan, C. (2008). “Teaching Disciplinary Literacy to Adolescents:

Rethinking Content-Area Literacy.” Harvard Educational Review, 78(1), 40-59

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It means…

•That it belongs to ALL grade levels, PK-12,

•And ALL subject areas, from mathematics to

agriculture, from science to marketing education.

•It means we’re all in this together.

•And it means we use literacy to help students understand our content – not that we use literacy techniques to help students learn literacy techniques.

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A DL Bibliography

“...Thus, if someone is talking about how to read like a scientist, they are dealing with disciplinary literacy. But if they are talking about how to do story problems in math, how to memorize terminology in a science class, or the most pedagogically sound textbook to use in social studies, they are really talking about something else.”

From Tim Shanahan’s blog “Shanahan on Literacy”.

http://www.shanahanonliteracy.com/2015/06/a-disciplinary-literacy-bibliography.html

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Define “text”

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Define “text”

“A text is any communication, spoken, written, or visual, involving language.”

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Types of Texts

What types of text do experts in your field read?

Fiction

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What types of text do experts in your field write/produce?

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So...what does all this mean for

Social Studies?

How do we help students think in our social studies classrooms?
What types of critical texts are students expected to learn and maneuver in social studies?
What type of writing is expected in social studies?

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DL is not...

Giving students Venn diagrams

…even if they’re cool.

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DL is not...

Using social studies time to teach basic literacy skills to struggling readers
Just “having them write more” (or read more)

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So…

what is it?

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Primary Source Analysis

The use and authentic analysis of primary sources in the classroom are explicitly outlined in RH 1, RH2, RH5, RH9, & SL2. They are assumed in RH3, RH4, RH6, RH7, RH8, WHST1, WHST2, WHST4, WHST7, WHST8, WHST9, & SL3.

Primary sources can and should be used in ALL social studies strands!

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What do I mean by “authentic”?

By “authentic”, we mean deep, true analysis, not just “when was this map made?”, and “what does this map show?”

What could the next step of questioning be for students around this map to show authentic understanding?

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Point of View Thinking

All strands of social studies (and all subject areas) have different ways of viewing the world, using different vocabulary.

So…if we look at an event, how would the different strands of social studies look at it?

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Examples and Resources

National Archives Analysis Tools

And they’re all online

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Examples and Resources

Stanford History Education Group (SHEG)

History Assessment of Thinking (HATs)

http://sheg.stanford.edu

Joe’s Links

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Examples and Resources

Finding primary sources:

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Examples and Resources

What else?

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Whew!

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Take a moment...

Write down everything you can think of that the STATE requires teachers to include in K-12 social studies. These could include topics, content (specific people, places, events), skills, specific courses, specific curriculum, etc.

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Does the state require students to pass US History to graduate from high school?

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What is required in Wisconsin by state statute in regards to social studies education?

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What does the law say in regards to teaching social studies?

Kahoot.it

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WI Education Standards

(“20 Standards”)

General set up and requirements of school districts
Statute 121.01(1)(a) through (t)
Outline things such as licensure, staff development, counseling services, days & hours of instruction, curriculum and instruction requirements, etc.

http://dpi.wi.gov/sites/default/files/imce/cal/pdf/wi-edstds.pdf

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Standard K - Curriculum

Maintain a written, sequential curriculum plan...in… [K-12] social studies.
Each sequential curriculum plan shall specify objectives, course sequence, course content, resources, and objective process of determining whether pupils attain the specific objectives, and an allocation of instructional time by week, semester, and school term.

http://dpi.wi.gov/sites/default/files/imce/cal/pdf/wi-edstds.pdf

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Standard K - Curriculum

Each sequential curriculum plan shall include a program evaluation method which provides that components of the sequential curriculum plan shall be monitored continuously. The overall program evaluation method shall be reviewed at least once every five years and revised as appropriate to ensure that pupils meet the curriculum objectives.

http://dpi.wi.gov/sites/default/files/imce/cal/pdf/wi-edstds.pdf

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Standard L - Instruction

In the elementary grades, provide regular instruction in ...social studies. In grades 5 to 8, provide regular instruction in ...social studies.
In this subdivision, “regular instruction” means instruction each week for the entire school term in sufficient frequency and length to achieve the objectives and allocation of instructional time identified in the curriculum plans developed under…[Standard] K.

http://dpi.wi.gov/sites/default/files/imce/cal/pdf/wi-edstds.pdf

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Standard L - Instruction

Beginning September 1, 1991, as part of the social studies curriculum, include instruction in the history, culture, and tribal sovereignty of the federally recognized American Indian tribes and bands located in this state at least twice in the elementary grades and at least once in the high school grades.

http://dpi.wi.gov/sites/default/files/imce/cal/pdf/wi-edstds.pdf

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Other education laws related to social studies

You have to have social studies standards (WMAS, national content standards, write your own, but you have to have them),
Citizenship s.118.01(2)(c) - basic understanding of government, federalism, founding documents, functions of organizations, resources, history, and understanding of different values and cultures.
S.118.06 Flag, Pledge of Allegiance, and National Anthem

http://dpi.wi.gov/social-studies/laws

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How could we make what we have more meaningful and manageable?

Wisconsin Model Academic Standards for Social Studies

Common Core State Standards for Literacy in All Subjects

Global Education

College and Career Ready

Best Practices

Student Learning Objectives

Culturally Relevant Pedagogy

American Indian Studies & Act 31

Partnership for 21st Century Skills

Environmental Education

Personal Financial Literacy

Educator Effectiveness

Media Literacy

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What do we want students to be able to know and do?

Manageable
Assistance in finding what is meaningful
Supported by research
Tied to initiatives such as Educator Effectiveness, RtI, etc.
Meet district’s needs for establishing a PK-12 social studies curriculum
Not confuse those who are using multiple standards (K-5, especially)

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Wisconsin’s Model Academic

Standards for Social Studies

5 strands with a content standard and performance standards at 4th, 8th & 12th grades

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Strand/Content Standard/Performance Standard

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Clusters

Organized “like” performance standards together

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Clusters

Entitled (which became Essential Questions)

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Clusters

Clusters should make sense and work together

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All essential question docs tied to each strand and grade level benchmarks: https://app.box.com/s/80qs9rgt5hhpz4x8nr73

Probes for deeper meaning
Cannot be answered by “yes” or “no”, or even just one sentence
offers critical connections between different areas of study,
often helps to answer the question “why are we studying this?”

These essential questions are nationally normed - they are from NCSS, Nat Geo, CEE, etc.

Let’s take some time to jump into them for understanding. At your table, there is a sheet of paper with a colored block on it, similar to the colors you see in the EQ visual above. For the next __ minutes, your table is responsible for looking at the strand that matches the color you have, and finding five new things that you’ve never noticed before about our WMAS/SS. Note that another table may have the same color, so it is possible there will be overlap. We’ll share out in a few minutes.