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Common Core in the SS Classroom 6-12
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Common Core in the SS Classroom 6-12

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Common Core in the SS Classroom 6-12 Common Core in the SS Classroom 6-12 Presentation Transcript

  • Social Studies and the Common Core quality instruction in the 21st century Glenn Wiebe glennw@essdack.org ESSDACK
  • common core state standards resources questions some examples
  • find a buddy! 4
  • why the difference?
  • In a few seconds, we had ceased to be men. Had the situation not been so tragic, we might have laughed. We looked pretty strange! Meir Katz, a colossus, wore a child’s pants, and Stern, a skinny little fellow, was floundering in a huge jacket. We immediately started to switch.
  • I glanced over at my father. How different he looked! His eyes were veiled. I wanted to tell him something, but I didn’t know what.
  • The night had passed completely. The morning star shone in the sky. I too had become a different person. The student of Talmud, the child I was, had been consumed by the flames. All that was left was a shape that resembled me. My soul had been invaded – and devoured – by a black flame.
  • goo.gl/ZcOJGx
  • what might be questions to ask? are there different levels of questions? padlet.com/wall/secondarySS
  • What is the difference between inhuman and inhumane? Does the definition change depending on time and place?
  • How should the United States and the UN respond to ongoing genocide and work to prevent future genocide?
  • what do you know? what questions do you have?
  • Common Core “the cogent reasoning and use of evidence essential . . . to responsible citizenship in a democratic republic.”
  • Kansas state standards “prepare students to be informed, thoughtful, engaged citizens”
  • balance of process and content state standards
  • Choices have consequences Individuals have rights and responsibilities Societies are shaped by beliefs, ideas, and diversity Societies experience continuity and change over time Relationships between people, place, ideas, and environments are dynamic
  • another way to think about it?
  • choices consequences rights responsibilities beliefs ideas diversity continuity change dynamic relationships teach these things
  • choices consequences rights responsibili0es beliefs ideas diversity con0nuity change dynamic  rela0onships teach  these  things historic political economic geographic with these points of view
  • new “delta” indicators focus is on benchmarks
  • recognize and evaluate analyze context and draw conclusions investigate and connect construct/create and justify/ defend
  • Common  Core   and  discipline   specific focus  is  on   best  prac-ces
  • but  .  .  .  not   mandated, not  tested focus  is  on   appropriate   content
  • content   analysis  and   historical   thinking proposed   assessment
  • 2013 - 2014 pilot items 2014 - 2015 field test 2015 - 2016 full assessment proposed timeline no full assessment 2013-2014
  • 2013 - 2014 pilot items 2014 - 2015 field test 2015 - 2016 full assessment proposed timeline
  • on-­‐line  performance  tasks year  round  access video,  audio  and  text  libraries  0ed  to   units  of  study student  choice  of  standard,  content,   and  prompt proposed  assessment
  • graphic  organizer  asking  student  to   demo  historical  thinking constructed  responses  addressing  the   benchmarks machine  and  hand  scored  items work  product  and  score  banked
  • how  is  this  different  than   the  old  standards?
  • but what does that look like?
  • like question new
  • apply evidence to support claims understand historical context evaluate multiple accounts & perspectives examine source information
  • apply evidence to support claims understand historical context examine source information evaluate multiple accounts & perspectives
  • how can we model document analysis?
  • how can we model document analysis? John Barker Read Aloud
  • text, context, subtext sourcing contextualize read between the lines
  • What sorts of questions can you generate now?
  • three stage media analysis data information knowledge
  • what do you see?
  • how are they different? how are they the same?
  • which of these images depicts actual events? how do you know?
  • socrative.com room #77516
  • In those days, they had rabbit drives. The rabbits got so thick, yeah, we had rabbit drives . . . somebody organized it and we made a big circle, then we’d close in on ‘em, had a big pen out in the middle and boy, the jack rabbits, they squealed. One time, just south of the river, we had a drive. We circled clear around about four miles; we walked about two miles. And never let ‘em go by and drove ‘em into that pen, and people got in there with clubs, and clubbed ‘em to death. And then they got some money out of the rabbits. They had to do something with the rabbits eating the crops, they’d just eat it down to nothin’. There were so many . . . And it helped out. Elmer Wetzel Born September 1908 Ford County, Kansas
  • does how we live change depending on when and where we live?
  • apply evidence to support claims understand historical context examine source information evaluate multiple accounts & perspectives
  • where are we?
  • what might be questions to ask?
  • what is the best US response to Russian missiles in Cuba?
  • what might be the short and long term consequences of EXCOMM concealing its decisions?
  • Social Studies Central www.socialstudiescentral.com
  • sheg.stanford.edu 21st century curriculum Stanford History Ed Group
  • beyondthebubble.stanford.edu 21st century assessment Beyond the Bubble
  • apply evidence to support claims understand historical context examine source information evaluate multiple accounts & perspectives
  • goo.gl/FXEw8E
  • learning activity? compelling questions? standards alignment?
  • Literacy activities history frame word sorts Book Bits Quick Draw PERSIA
  • use evidence to support claims understand historical context read multiple accounts & perspectives examine source information
  • docsteach.org DocsTeach
  • PERSIA
  • examine source information apply evidence to support claims understand historical context evaluate multiple accounts & perspectives analyze primary sources
  • what really happened here? how do you know?
  • Brown, Dee. Bury My Heart at Wounded Knee: An Indian History of the American West Connell, Evan S. Son of the Morning Star: Custer and the Little Bighorn
  • Battle of the Little Bighorn National Monument Custer’s Last Stand National Battlefield Sioux Victory National Memorial Greasy Grass National Battlefield Custer’s Battlefield National Monument what should we name it?
  • what are you zinking about?
  • http://essdk.me/Zox
  • have more questions? contact: Glenn Wiebe glennw@essdack.org socialstudiescentral.com historytech.wordpress.com View presentations at: slideshare.net/glennw98