6th Grade Social Studies TEKS Overview August 2012
“Guess My Region” Activity• On your index card, write 3 geographical facts about your region.• Write 2 other facts about your region.• Write 1 question that your students might have about your region.
Our Objective for Today:• Analyze the changes made to the Texas Essential Knowledge and Skills for the course that you are teaching.• Evaluate how the changes made to the TEKS will affect your instruction.
The Social Studies TEKS & the Law• The Texas Education Code 28.002(C) states, “The State Board of Education, with the direct participation of educators, parents, business and industry representatives, and employers shall by rule identify the essential knowledge and skills of each subject…that all students should be able to demonstrate…”
Newly Adopted TEKS• Proposed revisions for the TEKS were approved by the SBOE on May 21, 2010• New TEKS implemented during the 2011-2012 school year
Some words to know…• Strands: There are eight strands of TEKS in each social studies course. They are the same for all. – History – Geography – Economics – Government – Citizenship – Culture – Science, Technology, & Society – Skills
Some words to know…• 6.1 History. The student understands that historical events influence contemporary events. The student is expected to: Knowledge & Skills Statement: general statement of understanding that each student should achieve under each strand.
(A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration , and trade. Student Expectation (SE): content that students are expected to know and level of thinking they need to apply
Student Expectations AddedGrade SE Grade SE K 0 US 38 1 0 WH 44 2 17 WG 1 3 0 Gov -2 4 1 Psy 8 5 -6 Soc 21 6 9 Sp Topics 10 7 6 Research 18 8 1 Eco 21 9
Words to know…• Readiness Standard: standards that the students will need to master to be successful in the current course and ready for the next course.• Supporting Standard: standards that have been introduced in previous courses or will be in future courses, and support the readiness standards.
STAAR• Readiness Standards – Encompass 30–40% of the eligible TEKS – Will make up 60–65% of the assessment• Supporting Standards – Encompass 60–70% of the eligible TEKS – Will make up 35–40% of the assessment Texas Education AgencyMarch 2011 11 Student Assessment Division
Words to know…• “Including”: used when specific examples that follow it must be taught. Other examples can be used in addition to those listed. (provides basis for assessment)• “Such as”: used when specific examples that follow it function as representative illustrations that help define the expectation for teachers. Other examples can be used in addition to those listed. (may or may not be tested)
College & Career Readiness Standards• Expectations that students should reach by their senior year in high school to be ready for college and careers.• Correlate with process skills• Written into the district curriculum
Vertical Alignment• District curriculum is written conceptually• Grade 6 and Grade 9 World Geography are vertically aligned• “Mastering the TEKS in World Geography” book – use it during planning
Current EOC Assessments How Are We Doing? Pass Rate if Total Number Mean Raw Mean Percent Number 2010 of Questions Score Correct Tested Standard = 70% of Items CorrectALGEBRA I 50 31 62% 101,887 45%GEOMETRY 44 23 52% 137,617 23% BIOLOGY 54 31 57% 152,247 32%CHEMISTRY 50 23 46% 129,070 13% PHYSICS 48 28 58% 25,241 29% WORLDGEOGRAPHY 68 37 54% 89,314 27% U.S. HISTORY 68 37 54% 37,349 25% Texas Education Agency March 2011 16 Student Assessment Division
Changes to the TEKSThe Introduction• What are the major changes that you notice?• How will these changes impact your instruction?
Constitution Day: September 17 Freedom Week: September 12 – 16Share with your group ideas that you use for recognizing Freedom Week.
“Gallery Walk” Activity• Each group will focus on one strand• Communicate the major changes for that strand on your butcher paper• One person from the group will stay and explain the changes to the incoming groups• The others will rotate and take notes of changes for each strand.
Colored Dots• What changes do you think will impact you the most? (discuss at tables)• Attach each colored dot to the strand chart that contains the new material that will impact your teaching the most.
Major Changes per Strand• Note the major changes in the student expectations of each strand that will affect your instruction the most.
Guess the Cognitive Level (Use your Bloom’s Chart)
Create a timeline of events Draw pictures to show a particular Use a map to get from Point A to event. Illustrate what you think Point B. the main idea is. (Ex. Marzano Vocabulary) KNOWLEDGE APPLICATION COMPREHENSIONReview a work of art in terms of Conduct a debate about an issue. Create a solution to a problem.form, color, texture, symbolism, etc. ANALYSIS EVALUATION SYNTHESIS
Verbs/Cognitive Level• 6.1 (B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.• What level of Bloom’s are these verbs at?• What does that mean for your instruction? Highlight the verbs/cognitive level in each student expectation
6.4 (E) Draw sketch maps that illustrate various places and regions.• How does this affect your instruction?• What is the difference between labeling a map and drawing a sketch map?• What do you think the cognitive level is for each?