Transcript Common Core, Common Citizens Teaching Citizenship Using the Elementary

Common Core, Common
Citizens
Teaching Citizenship Using the Elementary
Essential Standards and Common Core
NCDPI K-12 Social Studies Team:
Section Chief
Fay Gore
[email protected]
Program Assistant
Bernadette Cole
[email protected]
K-12 Consultant
Ann Carlock
[email protected]
K-12 Consultant
Steve Masyada
[email protected]
K-12 Consultant
Michelle McLaughlin
[email protected]
K-12 Consultant
Justyn Knox
[email protected]
http://ssnces.ncdpi.wikispaces.net/
Objectives
• The importance of citizenship
• Teaching about citizenship
• Essential Standards and Common Core
• Resources
Why Does Citizenship Matter?
• “But the United States and its democracy are
constantly evolving and in continuous need of
citizens who can adapt its enduring traditions
and values to meet changing circumstances.
Meeting that need is the mission of the social
studies.” (NCSS, 2010)
The Civic Responsibility
• Preparing students to become active
citizens should begin as early as
Kindergarten!
• Outside of parents,
YOU are going to
the be the first
ones to teach little
ones about good
citizenship!
Character Education
• At its core, global
citizenship relies and builds
upon character education!
• What you are doing in your
classrooms in the pursuit of
creating students of good
character already
contributes to developing
strong national and global
citizens!
How do you address it?
• What issues, problems, or concerns have
you had concerning citizenship
education?
The Essential Standards on
Citizenship
• Citizenship education infused throughout
the standards!
• Standards address both national and
global citizenship if considered through a
civic lens!
Concepts are…
 Timeless
 Universal
 Transferable
 Abstract and broad (to
various degrees)
 Examples share common
attributes
 Represented by 1-2
words
Example Civic Concepts
• Responsibility
• Freedom
• Rights
• Authority
• Citizenship
• Rule of Law
• Government
• Regulation
• Identity
• Consequence
The Standards
• Kindergarten
• Third Grade
• First Grade
• Fourth Grade
• Second Grade
• Fifth Grade
Open your own standards! Which ones
might reflect civic concepts?
Brainstorm!
• With a colleague, look at the provided
standards/objectives for the grade level of your choice
that could be used in a unit or lesson on national and
global citizenship.
• What sorts of concepts relating to national or global
citizenship would you be able to teach using the given
standards?
Ideas
• Looking at the standards and the
concepts that you came up with, work
with colleagues to address the following
question: How might you teach towards
the concepts and standards in order to
help students become active and
engaged citizens?
Share Out
• So what ideas did we come up with?
Select one or two ideas to share with the
room!
Connecting the Essential
Standards to Common Core
Anchor Standards
• Expectations of Common Core are integrated
into Essential Standards as written
• For example:
– Focus on primary and secondary texts.
– Historical thinking and disciplinary literacy
Literature and Texts!
• NCSS offers a number of trade books
relating to citizenship
• NCSS Trade Books
http://www.socialstudies.org/resources/no
table
Walk Through
• Essential Standards and Common Core
for books
• GRACE FOR PRESIDENT
• http://kristenremenar.com/grace-forpresident/
Grace for President
• Can be connected to many different
areas and grade levels of Essential
Standards and Common Core
• Reading, Writing, and Speaking!
Summary
• Look at all the presidents that we have
had!
– What’s missing????
• A woman!
• When Grace realizes this, she decides
that SHE will be president of the school!
• As you watch the
video, reflect on
connections to the
Essential Standards
and to Common Core
ES Connections
• Kindergarten
– K.H.1.1: Explain how people change over time (self and others)
– K.G.1.1: Use maps to locate places in the classroom, school,
and home
– K.C&G.1.1: Exemplify positive relationships through fair play
and friendship
– K.C&G.1.2: Explain why citizens obey rules in the classroom,
school, home, and neighborhood
– K.C.1.1: explain similarities in self and others
ES Connections
• First Grade
– 1.H.1.3: Explain why national holidays are celebrated.
– 1.G.1.3 Understand the basic elements of geographic
representations using maps
– 1.C&G.1.1: Explain why rules are needed in the home, school,
and community
– 1.C&G.1.2: Classify the roles of authority figures in the home,
school, and community
– 1.C&G.1.3: Summarize various ways in which conflicts could
be resolved in homes, schools, classrooms, and communities
ES Connections
• Second Grade
–
2.H.1.1: Use timelines to show sequencing of events.
–
2.H.1.2: Identify contributions of historical figures through various genres
–
2.G.1.2: Interpret the meaning of symbols and the location of physical and human features
on a map.
–
2.C&G.1.1: Explain government services and their value to the community
–
2.C&G.1.2: Explain how governments establish order, provide security and create laws to
manage conflict
–
2.C.1.2: Recognize the key historical figures and events that are associated with various
cultural traditions
–
2.C.1.3: Exemplify respect and appropriate social skills needed for working with diverse
groups.
ES Connections
• Third Grade
–
3.H.1.2: Analyze the impact of contributions made by diverse historical figures in local
communities and regions over time
–
3.H.2.1: Explain change over time through historical narratives
–
3.G.1.5: Summarize the elements (cultural, demographic, economic, and geographic) that
define regions, community, state, nation, and world
–
3.G.1.6: Compare various regions according to their characteristics
–
3.C&G.1.3: Understand the three branches of government, with an emphasis on local
government.
–
3.C&G.2.1: Exemplify how citizens contribute politically, socially, and economically to their
community.
–
3.C&G.2.3: Apply skills in civic engagement and public discourse.
–
ES Connections
• Fourth Grade
•
4.G.1.4: Explain the impact of technology on North Carolina’s citizens, past and
present
•
4.C&G.1.2: Compare the roles and responsibilities of state elected leaders.
•
4.C&G.2.2: Give examples of rights and responsibilities of citizens according to the
North Carolina Constitution.
ES Connections
• Fifth Grade
•
5.G.1.3: Exemplify how technological advances (communication, transportation, and agriculture) have allowed people to
overcome geographic limitations.
•
5.C&G.1.2: Summarize the organizational structures and powers of the United States government.
•
5.C&G.1.3: Analyze historical documents that shaped the foundation of the United States government.
•
5.C&G.2.1: Understand the values and principles of a democratic republic.
•
5.C&G.2.2: Analyze the rights and responsibilities of United States citizens in relation to the concept of “common good”
according to the United States Constitution.
•
5.C&G.2.3: Exemplify ways in which the rights, responsibilities, and privileges of citizens are protected under the United
States Constitution.
•
5.C&G.2.4: Explain why civic participation is important in the United States.
•
5.C.1.4: Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms) reflect the lifestyles,
beliefs, and struggles of diverse ethnic groups.
Collaboration Time
• Based on what we have seen and heard, how
might you align ‘Grace for President’ with the
elementary Common Core Standards?
• Reading
• Writing
• Speaking
Third Grade Example: Reading
• Reading: Describe how Grace
exemplifies good citizenship and
contributes to her own win (RL.3.3)
Third Grade Example:
Speaking
• Speaking: Collaborative discussions
centering around elections of a class
president, details of the story;
speech/campaign about being president
(SL.3.1)
Third Grade Example: Writing
• Writing: Why should Grace (or I, or
someone else) be president of the class?
(W.3.1)
Resources
• North Carolina Social Studies Wiki:
http://ssnces.ncdpi.wikispaces.net/
• National Council of the Social Studies
http://www.socialstudies.org/
• NCSS Trade Books
http://www.socialstudies.org/resources/notable
• Assessment Samples
http://ssnces.ncdpi.wikispaces.net/Assessment+Sample
s+%26+Assessment+Information
Additional Resources
• http://smithsonianeducati
on.org/
• http://www.fordham.edu/h
alsall/
• http://free.ed.gov/index.cf
m
• http://publications.newber
ry.org/k12maps/
• https://www.cia.gov/librar
y/publications/the-worldfactbook/
• http://www.civics.unc.edu/
resources/intro.php
• http://avalon.law.yale.edu
/default.asp
• http://edsitement.neh.gov/
Math and Science
Partnerships
• MSP 2013-2014
– RFP published September 3, 2013
– Intent to apply due: September 30, 2013
– Full proposals due: November 30, 2013
For more information contact:
Beverly G. Vance, Science Section Chief
Division of Curriculum and Instruction
North Carolina Department of Public Instruction
[email protected]