Mastering the Common Core

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Mastering tA Social Studies Centered Approach Today s Schedule.
Time Activity8 30 9 30 Introduction to the Common Core9 30 9 45 Break9 45 10 45 The Common Core Learning Framework10 45 11 00 Break.
11 00 12 00 Strategy 1 Bulls Eye12 00 12 45 Lunch12 45 1 30 Strategy 2 ARTIST1 30 1 45 Break1 45 2 30 Strategy 3 Dueling Documents.
Our Goals For Today Examine the Common Core and where Social Studies fitsinto the grand scheme Discuss the thinking and literacy skills necessary to addressthe Common Core .
Analyze the Common Core Learning Framework as a wayto implement literacy and thinking skills Utilize three discreet teaching strategies for implementingCommon Core compliant lessons in the classroom One is student based.
One is teacher based One is a collaborative effort What is Common Core An effort by 48 states to create the next generation of K 12 standards in Literacy.
Designed to ensure that students arecollege and career ready by the end ofhigh school The focus is on learning expectations The standards are research based and.
aligned with current and future collegeand work expectations What is Common Core Designed to provide a consistent andclear understanding of what.
students are expected to learn andbe able to do Are rigorous and relevant to the realworld in terms of content knowledgeand skills .
In essence students will be requiredto read think and expressthemselves in written form Where Social Studies Fits Teachers use content expertise and skills to.
help students meet the challenges ofreading synthesizing and writing Focus on reading comprehension andanalysis of increasingly complexinformational texts .
Students must be able to Read comprehend and analyze Compare and contrast documents Identify common thematic threads Synthesize information and express.
thought in writing What We Can DoIn setting up our courses Use as many exemplar documents as is For information on Exemplarpossible Texts and Documents for Social.
Consistently use primary and outside Studies please see secondary sources Focus on developing historical skills http www corestandards org Appendix B pdfIn our lessons .
Regularly require the analysis andinterpretation of various types of sources Teach with conceptual understanding as akey outcome of instruction Systematically teach and embed analytical.
and interpretive skills in each lesson Reference MaterialCombines thinking like a historian andreading like a historian to meet theCommon Core State Standards .
What I am going to do today is basedon part of the information in the book Two kinds that we need to be concernedwith in the Social Studies classroom 1 Content Literacy.
2 Historical ThinkingThe Content Literacy skills and HistoricalThinking skills synergistically help studentslearn assimilate and synthesize theinformation that they are taught.
Content Literacy SkillsContextualization Key Ideas and Details Establishing time scope and Assessing the reliability of theSequence information Understanding the big Evaluation of argument and.
picture reasoning Comparing ideas within and Establishing the values andacross textsbeliefs of the time.
Integration of Knowledge and IdeasCraft and Structure Analysis of multiple sources and Identifying and defining key perspectivesterms Understanding multiple.
Determining the main idea perspectives Identifying the Author s bias Assessing differentor point of view interpretations over timeThese skills coincide TREMENDOUSLY with thinking like a historian Historical Thinking.
The Common Core Standards require students to Analyze documents Compare and Contrast multiple documents Interpret documents and readings Synthesize the information into a written product.
Thinking Like a Historian provides students with many of thediscreet skills that are absolutely necessary to successfullynavigate the requirements mandated by the Common Core Richard Hofstadter what animates the most feverishly committed historians is that.
our continual rediscovery of the complexity of the social interests the variety of roles and the motives of political leaders theunintended consequences of political actions may give us not onlya keener sense of the structural complexity of our society in the pastbut also a sense of the moral complexity .
Wood Gordon 2008 The Purpose of the Past New York New York Penguin Press Gordon S WoodWe Americans have such a thin and meager sense ofhistory that we cannot get too much of it What we need more than anything is a deeper and.
fuller sense of the historical process a sense of wherewe have come from and how we became what we are Wood Gordon 2008 The Purpose of the Past New York New York Penguin Press Building Step by Step The ten skills are divided.
into three major steps or Each tier serves as afoundation for those thatcome afterward The tiers build from the.
broadest and moregeneral to the moreContext and Interpretation ofAnalyzing and EvaluatingHistorical Material.
Building a Foundationto Acquire HistoricalA Scaffolded Approach The History JigsawWhere do the pieces fit .
Building a Foundationto Acquire Historical Seeing the BIG Picture of History Establishing time scope and sequence inwhich the events of an era take place.
Establishing the location at which events Associated events with contemporary actionsthroughout the world Determining the Main Idea Eliminate details and information that is non .
Establish the crucial elements of events documents or other material Avoid Historical Presentism Establishing the values and beliefs of the time as alens to analyze the past.
Using the values of the time to analyze historical Compare and contrast the values of the past withthose of the present Bias and Reliability of Sources Determination of bias and unique point of view.
of historical sources Establishing and assess the degree of reliabilityof historical sourcesAnalyzing and EvaluatingHistorical Material.
Building a Foundationto Acquire Historical Establish a Personal Connection to Seek and utilize personal or local connections tohistory whenever possible.
Seeing history as the story of people and theirvoice rather than dry and disconnected events Analyzing Causation and Consequence Studying the differences between single causation and multi causation of the events of.
Assessing the degree of causation Impact of the consequences of events anddecisions of the past including those that weredesired and those that were unintended Analyzing Change throughout the Past.
Determination of different types of change that tookplace in the past including political economic and Analysis of the impact of the different types ofchange at the time Examine the impact of change across periods of time.
Context and Interpretation ofAnalyzing and EvaluatingHistorical MaterialBuilding a Foundationto Acquire Historical.
Utilizing Historiographical Approaches Examining the differing interpretations ofhistorical events that have been developed in the Compare and contrast the differing interpretationsof historical events.
Evaluating the accuracy of current and previousschools of historical interpretation to develop apersonal philosophy of the past Using Counterfactual Arguments Utilizing counterfactual arguments to deepen.
student understanding of specific episodes of Developing carefully constructed series of what if questions to guide students throughalternate historical outcomes Understanding History through.
common Themes and Ideas Establishment of the essential themes of history anddetermination of their presence1 Foundations of Freedom2 Creation of an American Culture.
3 Conflict and Compromise4 Political and Social Movements5 America on the World Stage Analysis of the essential themes in different periods ofhistory and across history.
Problems With Trying toThink Like a HistorianRoadblocks to Building Student Understanding Historical Thinking is Unnatural Goes against the grain of.
the way that weordinarily think We are taught to see aharmony between pastand present.
The next slides arean example of howwe are taught to seethe harmonybetween the past.
Yerxa Donald the Ed 2008 present Historical Thinking Historians in Conversation Columbia SC University of South Carolina Press Thinking Historically is Foreign Too many students see the.
study of history asamassing information andnot as a way of thinking or Many teachers continue totreat History as a.
compilation of facts dates events and people Because that is the waythey were trainedYerxa Donald Ed 2008 Historical Thinking Historians in Conversation Columbia SC University of South Carolina Press .
Thinking Historically is Hard Historical reasoning shouldcreate a kind of caution wherethe mind does notautomatically leap to.
conclusions or emotional Have to get rid of the notion ofa fundamental timeless past Must focus on context change continuity and meaning.
Yerxa Donald Ed 2008 Historical Thinking Historians in Conversation Columbia SC University of South Carolina Press So What The focus on thinking skills is a shift fromthe way that a lot of instruction is focused Failing to focus on essential understandings.
usually results in focusing on fact basedLack of skills emphasis combined with fact based instruction leads to an inability toaddress the requirements of the CommonCore assessments .
A skills based student centered approachwill result in higher level thinking and theability to address the Common Coreassessments McCoy J D Ketterlin Geller L R 2004 Rethinking Instructional Delivery for Diverse Student Populations Serving All.
Learners with Concept Based Instruction Intervention in School and Clinic 40 2 In our lessons: Regularly require the analysis and interpretation of various types of sources ... Gordon (2008). The Purpose of the Past. New York, New York. Penguin Press. Gordon S. Wood. We Americans have such a thin and meager sense of history that we cannot get too much of it. What we need more than anything is a deeper and fuller sense of ...

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