SOCIAL STUDIES CURRICULUM K12 MOVING TOWARD AN INQUIRY

SOCIAL STUDIES CURRICULUM K-12: MOVING TOWARD AN INQUIRY MODEL May 3, 2016 Dr. James Montesano- Superintendent of Schools Presented by Gina Cappiello- Social Studies Curriculum Committee Chair Lucia Pichardo- Social Studies Chairperson

PRESENTATION TO THE NYACK BOARD OF EDUCATION Nyack Public Schools Administration Dr. James Montesano, Superintendent of Schools Carleen Millsaps, Deputy Superintendent Dr. Winsome Gregory, Assistant Superintendent for Instruction, Curriculum & Personnel Board of Education Karen Hughes, President Leeann Irvin, Vice President Jennifer Marraccino, Board Secretary Trustees Dan Juechter, Michael Mark, James Marshall, Terence Rock Hunter Andrasko, Student Representative

WHERE WE WERE… �NY State Assessments in grades 5 and 8 with Regents Exams covering Global History I & II, and US History and Government. �No Child Left Behind �Common Core State Standards

WHERE WE ARE… College, Career, and Civic Life (C 3) Framework for Social Studies State Standards 21 st Century Skills: Communication, Collaboration, Critical Thinking, Creative Thinking New York State K-12 Social Studies Framework The New York State K-12 Social Studies Resource Toolkit and Professional Development project

SHIFT #1: FOCUS ON CONCEPTUAL UNDERSTANDING (P. 6 -7) From To • Facts • Concepts & Content Knowledge • Breadth of Topics • Depth within Topics • Recall • Transfer & Connections

SHIFT #2: FOSTER STUDENT INQUIRY, COLLABORATION, AND INFORMED ACTION (. 8 P -9) From To Teacher as Disseminator Teacher as Facilitator of Investigation Students Learn Facts from Textbook Students investigate the Social Sciences, Using Multiple Sources Students Retell Interpretations Students Construct Interpretations & Communicate Conclusions

SHIFT #3: INTEGRATE CONTENT & SKILLS PURPOSEFULLY (P. 9 -10) FROM a Social Studies Classroom Where. . . Students experience an additional nonfiction reading class or textbook focused instruction. TO a Social Studies Classroom Where. . . Students learn to read, discuss, and write like social scientists. Students develop literacy skills and social studies practices separately. Students learn content knowledge. Students develop disciplinary literacy skills and social science practices in tandem. Students integrate and apply concepts, skills, and content knowledge.

NEW YORK STATE K-12 SOCIAL STUDIES FRAMEWORK

MOSTLY COURSE OF STUDY REMAINS SAME Grade Course of Study Kindergarten Self and Others Grade 1 My Family and Other Families, Now and Long Ago Grade 2 My Community and Other Communities Grade 3 Communities around the World Grade 4 Local History and Local Government Grade 5 Grade 6 The Western Hemisphere -- NOT JUST MEXICO!!! The Eastern Hemisphere Grade 7 United States and New York History – I Grade 8 United States and New York History – II Grade 9 Global History and Geography – I Grade 10 Global History and Geography – II Grade 11 United States History and Government Grade 12 Participation in Government Economics, the Enterprise System & Finance NOT a mini-US History 9

IMPLEMENTATION OF FRAMEWORKS Sept. 2015 Sept. 2016 Sept. 2017 Sept. 2018 K- 8 & 12 Planning year for 9 th grade Grade 9 Planning year for 10 th grade Grade 10 June 2018 New Global Regents Planning year for 11 th grade Grade 11 June 2019 New US History Regents (Underlined classes in red are the first to take the new Regents exams!)

WHAT ARE THE BIG CHANGES? The Global History and Geography Regents will cover only the content from Global History and Geography II. Global History and Geography I is still a required course. A local final exam will be administered. The focus of the Regents Exams in Global History & Geography and US History & Government will be more on big ideas and concepts and less on recall of names, dates and places. There will be fewer multiple choice questions and they will be based on prompts The DBQ will be an argument essay. Students will be given 4 documents.

GLOBAL HISTORY AND GEOGRAPHY REGENTS EXAM DRAFT OVERVIEW HTTPS: //WWW. ENGAGENY. ORG/CONTENT/GLOBAL-HISTORY-AND-GEOGRAPHY-REGENTS-EXAM-DEVELOPMENT-SURVEY Part 1: Stimuli Based Multiple Choice Questions Part 2: Constructed Response/Short Answer Questions Part 3: Enduring Issues Essay

COMPELLING QUESTIONS: Set the opening frame for an inquiry Express the intellectual rigor and student relevance of an inquiry Set up the summative performance task

DECONSTRUCTING AN INQUIRY Questions • Compelling • Supporting Tasks • Staging • Formative • Summative • Additional Sources • Spark curiosity • Build knowledge • Evidence

WHAT DO WE WANT TO KNOW ABOUT WHAT KIDS KNOW? Content Knowledge Conceptual Knowledge Skills: �Disciplinary Skills �Inquiry Skills �Literacy Skills �Technology Skills �Critical Thinking, Communication, Collaboration, Creativity

SUPPORTING QUESTIONS Support and extend the compelling question Represent the disciplinary knowledge desired Reflect the sources selected Inspire formative assessments

http: //www. c 3 teachers. org/inquiries/needsandwant s/

FORMATIVE PERFORMANCE TASKS Connect sources to supporting questions Help students build their emergent understandings Contribute to students’ abilities to respond to the summative performance task.

http: //www. c 3 teachers. org/inquiries/great-compromise/

NEXT STEPS Curriculum writing K-12 – Summer 2016 Purchasing of additional resources to support Inquiries Elementary : v v v Professional Development by grade level in each school (Fall 2016) Implementation of two Inquiries at each grade level during the 2016 -2017 school year Full roll out of all Inquiries during the 2017 -2018 school year.

NEXT STEPS Secondary: v. Collaborating with the English Department on the design and implementation of Argumentative essay writing strategies. v. Professional development on Stimulus Based Multiple Choice Questions in preparation for the new Global History Regents exam in 2018, and the U. S. History Regents exam in 2019. v. Developing scaffolds for students who struggle with social studies, as well as, English Language Learners, SIFE, and students with disabilities. v. Compiling a data base of additional sources and materials. v. Piloting the inquiries v. Examining student work (Writing Portfolios, Conferencing) v Continue to evaluate and revise the inquiries

MAINTAIN THE SPIRIT OF INQUIRY!

Sample Elementary Inquiries: K- Why can’t we ever get everything we need and want? 1 - What do family stories tell us about the past? 2 - If we live in the present why should we care about the past? 3 - Do people around the world care about children’s rights? 4 - Did the American Dream come true for immigrants who came to NY? 5 -What is the real cost of bananas?

TOPICS &KEY IDEAS FOR TOOLKIT INQUIRIES Grade Inquiry 1 Inquiry 2 Inquiry 3 Inquiry 4 Inquiry 5 Inquiry 6 7 Pilgrims and Wampanoag 7. 2 American Revolution 7. 3 Great Compromise 7. 4 Western Migration 7. 6 Uncle Tom’s Cabin* 7. 7 Women’s Rights 7. 7 8 Gilded Age 8. 2 American Expansion 8. 3 New Deal 8. 5 Japanese American Internment* 8. 6 Suburban Growth 8. 8 Patriotism 8. 9 9 Fall of the Roman Empire 9. 3 China 9. 3 Silk Road 9. 4 Suleiman 9. 7 Aztecs* 9. 8 Printing Press 9. 9 Imperialism 10. 4 Treaty of Versailles 10. 5 Modernization 10. 8 Apartheid 10. 10 Emancipation 11. 3 Immigration 11. 4, 11. 5, 11. 7, 11. 10 World War II 11. 8 LBJ/Reagan 11. 10 Civil Rights* 11. 10 Gender Wage Gap* 12. E 3 Corporate Social Responsibility 12. E 3 Free Trade 12. E 4 Political Parties 12. G 4 Campaign Finance 12. G 4 Affordable Care Act* 12. G 5 10 11 French Revolution* Industrialization 10. 2 10. 3 Constitution 11. 2 12/E Great Recession 12. E 1, 12. E 3 Labor Markets 12. E 2 Economic Happiness 12. E 3 12/G Federalism 12. G 1 First Amendment 12. G 2 Voting 12. G 3

MULTIPLE PATHWAYS TO GRADUATION AS OF APRIL 2015

K-12 SOCIAL STUDIES CURRICULUM COMMITTEE Gina Cappiello- Committee Chair Elementary Heather Alper, Jennifer Javenes, Debbie Larison, Michelle Niero, Nicolette Murray, Pam Lima, Carolyn Travers Secondary Lucia Pichardo- Department Chairperson Traci Andrews, Nina Labrada, Vic Myers, Mike Burruano, Tom Di. Leo

QUESTIONS?