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Wither Social Studies No More

Wither Social Studies No More. S. G. Grant Graduate School of Education Binghamton University. If you live long enough…. You will make a lot of mistakes (Bill Clinton) You will become the villain (Harvey Dent in The Black Knight )

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Wither Social Studies No More

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  1. Wither Social Studies No More S. G. Grant Graduate School of Education Binghamton University

  2. If you live long enough… • You will make a lot of mistakes (Bill Clinton) • You will become the villain (Harvey Dent in The Black Knight) • You will see that every victory turns into a defeat (Simone Beauvoir) • You will see everything….

  3. …including social studies on the rebound Despite being left behind, social studies folks do not give up: • College, Career, and Civic Life (C3) Framework for Social Studies State Standards • New York State K-12 Social Studies Framework

  4. Standards are a start, but…. The new New York Social Studies Framework is more reasonably expressed than the previous one…. But still too much!

  5. 11.1b (point 3) “Students will analyze slavery as a deeply established component of the colonial economic system and social structure, indentured servitude v. slavery, the increased concentration of slaves in the South, and the development of slavery as a racial institution”

  6. And the C3 Framework is a lot too… D2.His.2.9-12. Analyze change and continuity in historical eras.

  7. Our task… To marry the global vision of the C3 Framework to the content specifics of the NYS Framework in a way that honors, supports, and extends teachers’ and students’ best classroom ambitions.

  8. But this is tricky work • Social studies plagued by too much content • Social studies standards rarely translated into useable curriculum and almost never supported by state-level assessments • Social studies instruction dominated by a view that we have to teach every person, place, and event before we ask students to make sense of it. • We get frustrated…students get frustrated…and social studies withers….

  9. Wither social studies no more… • The New York State K-12 Social Studies Framework • The College, Career, and Civic Life (C3) Framework for Social Studies State Standards And now… • The New York State K-12 Social Studies Resource Toolkit and Professional Development project

  10. The C3 Framework • Kathy Swan—Project Director and Lead Writer • John Lee—Senior Consultant and Contributing Writer

  11. The heart of the the C3 Framework—Jerome Bruner “We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development”—The Process of Education

  12. The heart of the C3 framework--The Inquiry Arc • Dimension 1: Developing Questions and Planning Inquiries • Dimension 2: Applying Disciplinary Concepts and Tools (Civics, Economics, Geography, and History) • Dimension 3: Evaluating Sources and Using Evidence • Dimension 4: Communicating Conclusions and Taking Action

  13. Dimension 2: Applying disciplinary tools and concepts

  14. Literacy through social studies Connections between the C3 Framework and the CCR Anchor Standards

  15. Bridging standards and practice The NYS Social Studies Toolkit project bridges the C3 Framework and the NYS K-12 Social Studies Framework

  16. The New York State K-12 Social Studies Resource Toolkit and Professional Development Project Who… • Kathy Swan, John Lee, and Jean Dorak—Project Management Team • 14 Teacher Writers • 42 Teacher Collaborative Council • 18 Content and Pedagogical Reviewers

  17. The New York State K-12 Social Studies Resource Toolkit and Professional Development Project What…and When • Curriculum Development—14 Annotated Inquiries and 70 Abridged Inquiries/July 2014-August, 2015 • Piloting—September 2014-March 2015 • Professional Development—District, State-Level, and National/July 2014-August 2015 • Assessment—Assistance with design of new Regents exams/Spring 2015-Spring 2018/19

  18. The New York State K-12 Social Studies Resource Toolkit and Professional Development Project Why… • Because the Common Core-ELA is necessary, but not sufficient • Because translating standards into practice is challenging work • And because we need a new paradigm for teaching and learning social studies

  19. A new paradigm for social studies • In content-rich subjects, traditionally it has been facts first, thinking later …and it hasn’t worked. * * * * * • The C3 Inquiry Arc highlights thinking with a purpose …answering a compelling question

  20. Compelling questions • Intellectually meaty • Kid friendly

  21. Intellectually meaty • Reflects an enduring issue, concern, or debate in the field • Demands the use of multiple disciplinary lenses and perspectives

  22. Kid friendly • Reflects a quality or condition that we know children care about • Honors and respects children’s intellectual efforts

  23. Compelling…or not so compelling? • Where are we? • What were the causes of the Industrial Revolution? • Why is Albany the capital of New York? • Can Canada and the US be friends forever? • Who won the Cold War? • Who are our community helpers? • What’s the deal with hair?

  24. Toolkit inquiry elements • Compelling Question—based on Framework Key Ideas • Supporting Questions—develop the content • Formative Performance Tasks—demonstrate emerging understandings • Featured Sources—provide background knowledge • Summative Task—demonstrates evidence-based arguments • Taking Informed Action—offers opportunities for thoughtful engagement …Inquiries rather than units…

  25. A sample toolkit inquiry:Does where you live matter?

  26. Toolkit inquiries By summer 2014, writers will produce: • 14 annotated inquiries (1 per grade level K-11; 2 at grade 12) • 70 abridged inquiries (5 per grade level K-11; 10 at grade 12) All will be available on-line through EngageNY

  27. Professional development Several elements: • Training—14 writers and 42 TCC members have gone through 2-3 days • Piloting—all 14 annotated inquiries will be piloted by TCC members • Resources…

  28. Resources • Field guide—Fall 2014 • Annotated inquiries (14) and abridged inquiries (70)—Summer 2015 • New York State Social Studies Council conference—March 2015 • Network Team Institute—May 2015 • Social Studies for the Next Generation: The C3 Framework NCSS Bulletin113—2013 • Social Education—Volume 7, Issue 6, 2013 • Teaching History with Big Ideas—Grant and Gradwell, 2010 • C3 teachers—https://c3teachers.squarespace.com/

  29. Remember… “We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development”—Jerome Bruner, The Process of Education

  30. Next steps for the project • This fall—Publishing the Field Guide • August-October—Refining, reviewing, piloting, and revising the POC inquiries • November-February—Developing additional annotated and abridged inquiries • March—Piloting annotated inquiries • August—Publishing the Toolkit

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