PVCSD
An Overview of
K - 12
Social Studies
K-12 Social Studies
Social Studies is intended to promote civic competence through the integrated study of the
social sciences and humanities.
Social Studies provides coordinated, systematic study that draws upon:
The primary purpose of Social Studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
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Anthropology
Archaeology
Economics
Geography
History
Law
Philosophy
Political science
Religion
Belief systems
Psychology
Sociology
New York State K-12 Social Studies Framework
The Social Studies Framework allows for:
• Students to develop an understanding of concepts and key ideas through inquiry, analysis of primary and secondary source documents, and disciplinary skills and practices.
• Students to be assessed on their understanding of key ideas and conceptual understandings as well as Social Studies practices.
• Students to be instructed across the K-12 spectrum by using a cohesive set of themes, key ideas, and concepts.
• Districts and teachers to continue to have decision-making power about how to teach and illustrate key ideas and conceptual understandings to promote student understanding.
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New York State Learning Standards for Social Studies
The five Learning Standards provide the overall foundation for the NYS Framework.
Standard 1: History of the United States and New York
Standard 2: World History
Standard 3: Geography
Standard 4: Economics
Standard 5: Civics, Citizenship, and Government
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Unifying Themes
The unifying Social Studies themes represent different lenses that can be applied to the teaching and learning of the Key Ideas and Conceptual Understandings within the NYS Framework across all grades.
1. Individual Development and Cultural Identity
2. Development, Movement, and Interaction of Cultures
3. Time, Continuity, and Change
4. Geography, Humans, and the Environment
5. Development and Transformation of Social Structures
6. Power, Authority, and Governance
7. Civic Ideals and Practices
8. Creation, Expansion, and Interaction of Economic Systems
9. Science, Technology, and Innovation
10. Global Connections and Exchange
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1) Gathering, Interpreting and Using Evidence
2) Chronological Reasoning and Causation
3) Comparison and Contextualization
4) Geographic Reasoning
5) Economics and Economic Systems
6) Civic Participation
New York State K-12 Social Studies Practices
The Social Studies Practices represent the social science and historical thinking skills that students should develop throughout their K-12 education in order to be prepared for civic participation, college, and careers
Social Studies Instruction at the Elementary School
The Integrated Social Studies/ELA Curriculum
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Kindergarten
Getting to Know Myself and Others
Unit 1 - Myself and Others
Unit 2 - Being a Good Citizen
Unit 3 - Economics and Geography
Grade 1
My Family and Other Families Now and Long Ago
Unit 1 - Rules and Laws
Unit 2 - We Are Family
Unit 3 - Unity in Community
Unit 4 - Economics
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Grade 2
My Community and Other United States Communities
Unit 1 - Active Citizenship
Unit 2 - Rural, Urban, and Suburban Communities
Unit 3 - Geography of Communities
Unit 4 - Change and Interdependence in Communities
Grade 3
Communities Around the World
Unit 1 - Geography
Unit 2 - The United States
Unit 3 - Brazil
Unit 4 - Japan
Unit 5 - Making a Difference
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Grade 4
New York State History and Government
Unit 1 - The Three Worlds meet in New York
Unit 2 - The Impact of the Colonial and Revolutionary Period on NYS
Unit 3 - National and Local Government
Unit 4 - Change Comes to New York State
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2nd Grade Lesson
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Who Was John Allen?
Focus: Inferring meaning from primary sources
Objectives: Students will make inferences about colonial life supported with details from the text. Students will identify and make meaning of unfamiliar words.
Vocabulary: colonial, custom, culture, primary source, secondary source, inventory
Questions to consider:
1. What does colonial mean?
2. What was life like for colonists?
3. Who was John Allen?
4. What inferences did you make and how can you support them with details from the text?
5. How do primary sources help you understand life in the past?
An example from Fourth Grade
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Using Primary Sources. An Example from Fourth Grade
Social Studies Instruction at the Middle School
Middle School
Social Studies instruction at the middle school is based on the NYS K - 12 Social Studies Framework. Teachers begin units focusing on essential questions. Learning tasks include evaluating texts, examining primary documents and sources, considering multiple perspectives and purpose. Student-generated questions, thoughts, opinions and ideas are culminated through socratic seminars, fishbowl activities, jigsaw activities and debates.
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Middle School
Grade 5 - The Western Hemisphere
Grade 6 - The Eastern Hemisphere
Grade 7 - History of the United States and New York – I
Grade 8 - History of the United States and New York – II
An example from Seventh Grade
History of the United States and New York – I
“Columbus Day a Good Day to Learn More About Columbus” Article Questions and Discussion Topics
https://docs.google.com/document/d/1vJmTwjdSEL6rl7qznGa6959O0S1XUR3ey49ANbnmAAE/edit?usp=sharing
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An example from Eighth Grade
1920s Unit
Directions:
Listening and comprehending different perspectives will help you grasp history, problems our country faces and YOUR lives in general. We will evaluate the 1920s by considering two perspectives. After learning about this era, you will create a project based on the following prompt:
PROMPT:
Do you believe the 1920s should be classified as the “Roaring Twenties” (prosperous, fast-pace, fun-loving era)?
OR
Do you believe the 1920s should be classified as the “Gilded Age” (society appears prosperous but there are underlying problems)?
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Using Primary Sources.
Directions: Please read the two accounts from immigrants, living in America. Then, respond to the questions below.
Document 1: This is part of an interview with George Kokkas, a Greek immigrant, who arrived in the United States in 1969.
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Document 2:
Social Studies Instruction at the High School
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High School
Grade 9 - Global History and Geography – I, AP World History
Grade 10 - Global History and Geography – II, AP European History
Grade 11 - United States History and Government, IB History of the Americas HL
Grade 12 - Participation in Government, Humanities, Economics, IB World Topics
High School
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Sourcing with OPVCL
Sourcing with OPCVL
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Origin:
Where did the source come from?
Who is the author/publisher?
Where was the source created?
What time period/time was this created?
Who were the financial backers for the source?
Purpose:
Why was this document created?
Who is the intended audience?
What is the goal of the author/publisher/speaker?
Content:
What are the key words and/or phrases?
What evidence and examples are used?
What was the meaning?
Value:
What does the source tell us about this time/event?
Does the author or publisher play a role in the event or time?
Does the time/place impact the source?
What methods did the source use to explain?
Did the author benefit from hindsight?
Was it a primary first hand account?
Is it a secondary source?
Limitation:
What should the reader be aware of?
What are the potential biases?
What role did the person play in the situation?
What was the POV of the author/publisher?
Does the origin of the source impact the view of the author?
What were the sources used to create the account? Are they limited? Why?
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Student Examples - Students examined several accounts of the 9/11 Terrorist Attacks using
the OPCVL sourcing method.
Homeland Security Act
O: Primary source from the president
P: This document was actually created just to capture the president’s remarks about the Homeland security act
C: Talks about the events of 9/11 and why the Homeland security act is necessary
V: This shows some of the benefits that came from 9/11
L: It doesn’t provide any insight about the act other than what he says
9/11 Firefighters told of Isolation Amidst Disaster
O: This is a secondary source, retelling of the experiences of firefighters
P: This document was created to shed light on many of the firefighters’ stories, because they were kept private from the public
C: Describes the miscommunication and “cluelessness” of the firefighters, who didn’t know about the North Tower falling
V: This information was actually kept under wraps by government officials until ordered by the court. It has the value of outlining important information, not known by a lot of the public.
L: It’s a secondary source and is a little broader with its lens
IB Internal Assessment
SAMPLE STUDENT QUESTIONS:
“To what extent did The Great Migration in 1915, advance future Civil Rights Movements?”
To what extent did the actions of the female Underground Railroad conductor, Harriet Tubman, impact the Women’s Suffrage movement?”
To what extent did the New Deal permanently affect women’s societal roles in the United States?
To what extent did legal and organization precedent set by Elizabeth Jennings Graham and Claudette Colvin lead to the increased success and notoriety of Rosa Parks?
‘To what extent did the Students for a Democratic Society (SDS) play a role in protests in the 1960s that left a legacy for future protest movements?”
“How did Vietnam War protests change foreign policy, and the hearts and minds of the public/public opinion?”
To what extent did Hollywood films impact the American Citizen’s perspective during the Cold War?
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Theory of Knowledge
"How do we know?"
As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is an interdisciplinary course composed almost entirely of questions to help students understand how they know what they know..
Questions include:
-What counts as evidence for X? -How do we judge which is the best model of Y? -What does theory Z mean in the real world? TOK asks students to reflect on the nature of knowledge
Through these questions and discussions, students gain awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.
TOK prompts students to:
-Be aware of themselves as thinkers. Encourage them to become more acquainted with the complexity of knowledge.
-Recognize the need to act responsibly in an interconnected but uncertain world.
February
Black History Month
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“When day comes we ask ourselves,
where can we find light in this never-ending shade?”
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THANK YOU!
Questions?