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Navigating �High School�Social Studies

Dawn Ferreyra, ESU #3

dferreyra@esu3.org

@drferreyra

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Welcome!

Name

School

What You Teach

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Today You will…

Understand state requirements for social studies;
Examine the new standards and indicators;
Analyze personal and district needs in regards to the shifts in instruction;
Create a personal and/or district Game Plan for standards implementation;
Brainstorm ways to incorporate Inquiry Practices and Processes into existing curriculum;
Have ample time to work on your own practice and understanding;
Gain an understanding of implementation support that will be available from ESU #3

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When I think of new standards and instructional shifts…

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It all Started…

Leadership Team and Writing Team

PK-16 Expertise
Community subject matter experts

Reviewed and utilized nationally recognized resources and best practices research (when appropriate)
Integration of the Nebraska Career Readiness Standards within the content area standards
Maintained on-going communication with State Board of Education and State Board subcommittee
Consider and incorporate public input and feedback, as appropriate

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NE Research Survey

“What were the key strengths of the 2012 Nebraska State Social Studies Standards and what were key items to change?”

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Survey Findings…

Professional development for social studies is LACKING
Need adequate resources to support instruction

Over 50% of teachers did not know if their curriculum was aligned with the standards

Elementary is not well prepared to teach social studies

9% received professional development in the last three years

Teachers concerned about accountability

37% support civics assessment as graduation requirement

Most supported a service project

Overall, approx. 50% of respondents were satisfied with 2012 standards

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New Standards should…

Include fewer standards
Be less vague
Include Best Practice in social studies instruction

Inquiry
Depth of understanding

Laws and Policies

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With that in mind, the standards writing team were expected to…

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Review the evaluations of the 2012 Nebraska Social Studies Standards and use the 2012 standards as the revision starting point
Incorporate provisions set forth in Nebraska State Statute
Identify expectations for student learning of civics, economics, financial literacy, geography, and history

K-8 Grade Level Standards; 9-12 organized by discipline

Develop standards, that when mastered, would allow a student to be successful in postsecondary coursework in social studies, without the need for remediation
Develop standards that help students become knowledgeable, reflective, and active members of society
Consider and incorporate public input and feedback, as appropriate

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Laws and Policies

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NE Revised Statute 79-724��Multicultural Law 79-719��Character Education Law 79-725��Global Competency Policy Statement- � NE State board of Education

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Law and Policy Review

How do these laws and policies impact your classroom instruction?

What are you currently doing to address these?

What might you add or highlight?

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Legacy Standards Vs. Newly Revised

2012 Standards	2019 Standards
Feedback reflected a need to reduce number of standards (depth vs. breadth).	Standards are more focused and provide greater depth versus breadth.
Standards reflected college, career, and civic readiness.	Specific attention was given to skills that help students prepare for college, career and civic life (e.g. embedded inquiry, historical thinking skills, academic vocabulary, civic participation, etc.).
Middle school standards were written at a grade band versus grade level.	The K-8 standards are grade-level specific offering more focus and guidance for middle school instruction.
The provisions within 79-724 were often viewed as separate from social studies instruction.	Intentional integration of revised 79-724 which harmonizes the provisions with social studies instruction.

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Shifts in 2019 Standards

Emphasis on K-12 Scope and Sequence

All indicators are expected to be taught

Inquiry
Application of Disciplinary Lenses
Evaluation of Sources
Use of Evidence
Communication of Conclusions
Inclusion of Multiple Perspectives
Strong Civics Connections
Un-banding grades 6, 7, and 8

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The Standards

The Four Disciplines

Theme and Context

Inquiry Process

1. Civics

2. Economics

3. Geography

4. History

Developing Questions and Planning Inquiries

Applying Disciplinary Tools and Concepts

Evaluating Sources and Using Evidence

Communicating Conclusions and Taking Informed Action

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Reading the High School Standards

SS HS.3.1.a

Social Studies

High School

Discipline

Standard

Indicator

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Standards Exploration

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Gallery Walk

“I expected to see …….. but instead ……….”
�“I was really surprised by …….”
�“I would describe this to someone else by saying ……”
�“What does this mean for me…”

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Instructional Shifts

Inquiry

Disciplinary Lenses

Evaluation of Sources

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Inquiry

What does “inquiry in social studies” mean to you?
What does it look like in the classroom?
How comfortable are you using inquiry as an instructional framework?

0 = holy crud, I’m scared
5 = let me come teach this with you

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Inquiry Arc—a set of interlocking and mutually reinforcing ideas that feature the four Dimensions of informed inquiry in social studies:

Developing questions and planning inquiries
Applying disciplinary concepts and tools
Evaluating sources and using evidence
Communicating conclusions and taking informed action

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Current materials/ Practices

Do your current materials reflect new standards?
Do they require critical thinking and engagement?
Is it culturally responsive, showing multiple perspectives?
Does it incorporate best practices- inquiry-based, use of primary sources, comparing multiple texts/resources to draw conclusions?
Does it integrate student supports for varied learning needs?

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Questioning

Stimulating Student Curiosity

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When it comes to research…

Do your students come to you with research skills?

What research skill do/will you emphasize?

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What is research?

Topic, Keywords, Search Terms

Testing Search Terms

Taking Notes/ Gathering Information

Evaluating Sites

Citation

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Analysis

Disciplinary Literacy

Primary Source Analysis

Maps, Charts, Graphs

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How do we guide students’ thinking as social scientists? (or as historians – as economists – as geographers – as political scientists – as behavioral scientists?)

•What types of critical texts are students expected to learn and maneuver in social studies?

•What type of writing is expected in social studies? How is it different from other subjects?

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Communicate

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“When we establish authentic audiences for students, they can see the purpose for their work.” �Monica Burns

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Authentic Audience

On a unit of local community in elementary, students could present information to a visiting city council member.
A lesson on tribal government could end with a letter to a local tribal government seat, proposing a community collaboration on a project.
Take action on something that hits their heart
National History Day https://www.nhd.org/
Project Citizen http://www.civicsinwi.org/Project_Citizen.html and We the People http://www.civicsinwi.org/We_the_People.html

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Inquiry Unit Review

http://www.c3teachers.org/inquiries/

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Inquiry lesson/unit analysis

Do you find ____ easy to navigate and understand?
Does it outline the inquiry cycle to your satisfaction?
If this was handed to you as a resource, would you be able to take it to the classroom within, say, three days?
What do you like about it?
What do you dislike about it?
What changes could be made to make it more classroom/teacher friendly?