A Statewide Model of Collaboration: Social Studies and - PowerPoint PPT Presentation

A Statewide Model of Collaboration: Social Studies and Disciplinary Literacy NICHOLAS BAKER, ED.D. – COLONIAL SCHOOL DISTRICT, DELAWARE REBECCA REED – RED CLAY CONSOLIDATED SCHOOL DISTRICT, DELAWARE NCSS CONFERENCE, NOVEMBER 2015

Compelling Question How can pooling resources in a competitive environment be successful?

Supporting Questions  What organizational structure should be used?  What resources can be shared?  How will success of the program be measured?

Rationale  The Social Studies Coalition of Delaware is a partnership striving to improve the teaching and learning of K-12 social studies in Delaware public schools and to help its students reach the Delaware Social Studies Standards.

Delaware Standards for Social Studies  Born from the  Released June 1995 Standards Based  Rests on the Education foundation of the four core social sciences: Movement Civics, Economics, Geography, History  K-3, 4-5, 6-8, 9-12  16 Benchmarks per grade cluster

History – Signature Lessons  Redesign of  62 Signature Lessons with a focus on one specific benchmark Lessons  Written by teachers from all districts  Teachers received:  Professional Development  Summer collaborative time  Stipends for completion

History – Sample Assessment Items From DDOE  DDOE released a few sample items with student samples and explanations  Item Writers shared the methods and templates for writing items From SSCD  Vocabulary was stressed  Use of primary sources, graphics, photos, authentic text  Multiple Choice  Constructive Response

History – Clarifications Document Standards are broad and Clarifications Document lacked definition  Provided detailed  Geography 4 - 9-12a: explanation of Students will apply knowledge of the types of content regions and methods of  Sample items were drawing boundaries to included interpret the Earth's changing complexity.  Linked samples and definitions

History – Role of Affiliates How Do Non-Public School Who are the SSCD Affiliates? Affiliates Contribute? From the four content areas:  Non-voting members  Delaware Center for Economic  Provide content support through Education specialized projects and professional development  Delaware Geographic Alliance  Distribute materials to schools  Delaware Law Related Education Center  Provide opportunities for teachers to attend conferences, present  Delaware Public Archives materials, create units, receive  Delaware Social Studies Education awards Project  Democracy Project (Univ of DE)

History – District Alignment District Turnaround Other practices  Created common assessments for  Disseminate information from use in schools affiliates  Formed committees to develop  Create a cohort of teacher new curriculum units, plans, leaders for each district/charter assessments school  Participate in statewide activities:  Share information from Professional  Law Day Development sessions  Teach Your Child to Save Day  Larger districts formed district  National Geography Awareness social studies curriculum councils  Mock Election  National History Day  Project Citizen  We the People

History – Prioritization of Standards Standards were Clustered Use of Prioritized Standards  Assessments were implemented at  Statewide Assessments given in “off the end of the grade level cluster, year” cluster (Grade 4, 7, and 11). but pressure to alleviate testing  Created a Delaware burden from all stakeholders Recommended Curriculum based  Developed a system of grade on Grade Level Prioritization level prioritization  Teachers held accountable for Grade Level Prioritized Standards through assessments that measured student growth

Document Based Performance Task: Gerrymandering (Gr. 9) DESIGNED BY: JULIE ALEXANDER, INSTRUCTIONAL COACH-COLONIAL NICHOLAS BAKER, ED. D., SUPERVISOR OF CURRICULUM AND INSTRUCTION-COLONIAL REBECCA REED, SUPERVISOR OF SOCIAL STUDIES-RED CLAY THANKS TO DENISE WEINER, PRIVATE CONSULTANT WITH UNIVERSITY OF D ELAWARE’S PROFESSIONAL DEVELOPMENT CENTER FOR EDUCATORS (UD -PDCE)

How it all began…  Project start: November 2014  Field test Classroom Activity: December 2014  Development/Division of labor: November-February 2015  Feedback and corrections: January-February 2015  Final touches: late February 2015

Power of Performance Tasks  Modeled after SmarterBalanced Assessments  Measure complex assessment targets  Demonstrate the ability to think and reason  Allow for higher-order skills  Produce fully developed writing or speeches  Provide evidence of College and Career Readiness Slide Source: Fran O'Malley & Denise Weiner, University of Delaware

Components of a SmarterBalanced Performance Task Classroom Activity *1-3 days prior to assessment task *All grades no more than 30 minutes Part 1: Student reads sources and responds Part 2: Student plans, writes, revises and to 3 research questions edits his or her full essay Grades 3 – 8 – approximately 35 minutes Grades 3 – 8 – approximately 70 minutes Grade 11 – approximately 35 – 40 minutes Grade 11 – approximately 75 – 85 minutes Slide Source: Fran O'Malley & Denise Weiner, University of Delaware

Delaware Social Studies Standard Delaware State Standard Geography 4 (9-12) : Students will apply • knowledge of the types of regions and methods of drawing boundaries to interpret the Earth's changing complexity.

Common Core Connections  RH 1 (11-12): Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.  W8/WHST-8 (11-12): Gather relevant information from multiple authoritative print and digital sources; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source.

C3 Connections  D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.  D2.Geo.8.9-12. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.  D4.6.9-12. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.  D4.7.9-12. Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.

Part 1: The Classroom Activity -Introduces vocabulary -Provides practice in creating regions -Utilizes multimodal text sources

Video

Plan A - Very uniform districts (same shape). Each district will have a 3Xs and 2Os. In each district the Xs are the majority.

Plan B - Packed District. Create three contiguous districts with one minority district “packed” by two majority districts . This solution was suggested by Brianna during field testing.

Plan C - Cracked District. Create three contiguous districts with two minority districts “cracked”, so that only one majority district is formed. These solutions were suggested by Alex and Anthony during field testing.

Part 2: Research and Questions  Every 10 years, the Delaware State Senate is tasked with redrawing the 21 senatorial districts based on the federal census results. According to a press release from the Delaware State Senate, there is currently a four-week comment period in which residents may submit their plans, suggestions, and requests in writing to the Delaware State Senate. Proposals will then be circulated to the media and reviewed at a public hearing in the spring. During that hearing, officials will collect opinions on the proposal, which will be taken into account as the state senate revises its final redistricting plan.  You are intrigued and decide to do some research about redistricting. During your own research, you found five sources about gerrymandering including the current state law regarding redistricting.

 Resources – Gerrymandering 4-5 Sources DE Criteria, 1 Pro, 2 Con, 1 Neutral

 Part 1 - Research Questions: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source… (WHST-8) Choose the two answers below that correctly paraphrase information about gerrymandering found in both Source #2 and Source #3. a. Gerrymandering gives one political party an advantage over another b. Gerrymandering does not allow third party options c. Legislators gerrymander to benefit some districts over others d. Legislators in some districts gerrymander to favor their party leadership e. Gerrymandering ensures that ethnic groups earn majority status f. Legislators gerrymander to ensure other parties have no influence