Common Core Resources

Hi all,

Below are some great resources regarding the Common Core Standards – broken down by grade level for social studies.  These were also sent via email, but now you can access them from any computer.  If you have questions about Common Core for Social Studies, how it fits into the PLC process, the new APPR/TED Documents, or observations, please let me know. 

Common Core Standards for Social Studies, 9-12

CCSS Teacher Guide, 9-12

Common Core Standards for Social Studies, 6-8

CCSS Teacher Guide, 6-8

Common Core Standards for Social Studies, K-5

CCSS Teacher Guide, K-5

…Enjoy – Matt

Writing Practice is the Key to College and Career Readiness.

“If we could institute only one change to make students more college ready, it should be to increase the amount and quality of writing students are expected to produce.”

From: “The Challenge of College Readiness” by David Conley

Ryan Johnson and Kendra Daman from Arcadia High School shared come of the Collins writing strategies they have been using with students on a recent visit.  It is based on a very structured system to articulate the writing from “Type One” to the finished product of “Type Five”

One example of their use of graphic organizers to begin their planning of the final draft can be seen in their example CFA Asoka

The steps below are from http://www.collinseducationassociates.com/cwp.htm

TYPE ONE: CAPTURE IDEAS

Type One writing gets ideas on paper it’s brainstorming. Type One is timed and requires a minimum number of items or lines to be generated. Questions and/or guesses are permitted.

  • One draft
  • Outcomes are evaluated with a check (√) or minus (-)

TYPE TWO: RESPOND CORRECTLY

Type Two writing shows that the writer knows something about a topic or has thought about the topic. It is a correct answer to a specific question.

  • One draft
  • Graded as a quiz

TYPE THREE: EDIT FOR FOCUS CORRECTION AREAS

Type Three writing has substantive content and meets up to three specific standards called Focus Correction AreasSM (FCAs). Revision and editing are done on the original.

  • One draft (saved)
  • Read out loud and reviewed to see if the draft completes the assignment, is easy to read, and meets standards set for the focus correction areas.

TYPE FOUR: EDIT FOR FOCUS CORRECTION AREAS

Type Four writing is Type Three writing that is read aloud by someone else.

  • Two drafts (saved)
  • Writing is critiqued by a peer and revised by the author

TYPE FIVE: PUBLISH

Type Five writing is error free and of publishable quality.

  • Multiple drafts (saved)
  • Published work

primaryaccess.org – Amazing Tool for Working With the ” Story” of Primary Sources and DBQ Practice

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Thank you to Charles Duarte @iTouchiLearn for pointing out this great resource from the University of Virginia. PrimaryAccess.org

This free resource truly makes working with primary resources fun for students by allowing students to manipulate them, create story boards and use the documents themselves to be props in their self narrated story. Sounds to me like a great DBQ practice tool!

Quote from site:

PrimaryAccess is a suite of free online tools that allows students and teachers to use primary source documents to complete meaningful and compelling learning activities with digital movies, storyboards, rebus stories and other online tools.

EngageNY Posts New Common Core Exemplars for Middle School & Elementary

Some new common core exemplars have been posted on engageny.  Thanks to @Stephanie_Smyka for directing me to these great interdisciplinary resources.  I particularly like the Fredierck Douglass example.

Additionally, if you are a fan of David Coleman you may want to check out www.achievethecore.org for more CCLS resources.

Also, NY Massachsettes and Rhode Island have developed some new ruberic to help direct some of the new common core lesson development.  Check out the links below:

Additionally, if you are a fan of David Coleman you may want to check out www.achievethecore.org for more CCLS resources.

Students Use Artifacts to Help Write DBQ’s

One of the hardest tasks for students to accomplish in writing is to have them consistently include outside information in Document Based Questions.  The above video and write up below by Kendra Damann outlines a great lesson for students in including outside info with artifact.  This can easily be translated as a model for how students should treat documents in their DBQs.

Great Job Kendra!

Classes:  Two Global History classes were involved (the first class was a pre-AP 9th grade World History class and the second class that participated was a Regents level Global History 9 class)
Number of students:  the first class had 21 students and the second class had 25 students
Time:  1 block (approximately 80 minutes)
Purpose: The content in Global/World History courses contain the study of the major World religions (Hinduism, Buddhism, Judaism, Christianity, and Islam).  Students learn the history of the development of the world religions, in addition to the basic beliefs, practices, and impact that each religion had on its followers and society as a whole.  The students were already taught about all of the religions with the exception of Islam, which will be covered later this year.  They were able to use some of their background knowledge to help them make connections with the artifacts and perhaps to also make inferences on the purpose of a particular artifact.  For example, in a conversation that I had with a couple of students, they connected their knowledge about Buddhism to some Buddhist prayer beads.  The students recognized the importance of meditation in Buddhism and also remembered that it was through meditation that the founder of Buddhism, Siddhartha Gautama, came to realization’s that served as the basis of Buddhism.
In my teaching experience, I have come to realize that many students have a very limited understanding of world culture.  In addition, many of the beliefs and concepts of the religions covered in the course are very abstract for most 9th grade students to understand.  The artifacts helped to make some of these abstract concepts/beliefs more tangible because the students could actually touch and interact with the artifacts.  The students also got an opportunity to experience what it means to work as historians by connecting their background knowledge to what they were observing.
Future Uses:  This was the first time that I utilized these artifact resources and to be honest, until now, I was not even aware that the MAG had these resources that teachers can borrow.  We used the artifacts primarily for review purposes (with the exception of the Islam kit, which was a preview of the religion).  In speaking with one of my Global History colleagues at Arcadia, we thought in the future that the artifact kits could be used as a tool to help teach each of the religions.

What if Bill Belichick Taught Social Studies?

It is the most wonderful time of the year… the NFL Playoffs and once again the New England Patriots are among the favorites to win it all.  The Patriots have been through player changes and quarterback changes over the past decade but still every year they are in the hunt.  What makes them so special?  One man.  Coach, Bill Belichick.  Even though my team has been long excluded from this competition for the 12th consecutive season (Lets Go Buffalo!) I still enjoy watching the games and most importantly the in-depth interviews that are done in the pregame shows.  The Patriots QB Tom Brady today in a pregame interview gave 2 reasons he feels his team is successful year in and year out. 

1: The players feel that the Coach Bellichick has prepared them for each and every opponent.

2: The players believe in their ability to succeed against any opponent they face. 

I can’t help but to conclude that the two are connected. 

Certainly this approach is not isolated to just football.  If one is prepared by a good teacher than one feels confident when challenged. 

Take the NYS Regent exams in Global History and Geography and American History and Government.  The two assessment are very different… or are they?  Surely the content has differences, the classes leading up to them are different but the tests are almost the same in one very important way.  Format.

Roughly 50% of these two exams are on multiple choice and content problem solving.  Students often refer to this section as the multiple guess section. 

10% of the exams are the Scaffolding Questions in Part IIIA these are essentially plug and pull questions.  Traditionally students do very well in this section.  These questions may change with the new common core initiatives from NYSED (See previous post)

40% of the final score for these exams is derived from expository writing in Parts II and IIIB (The Thematic and DBQ Essays)

Throughout the last 11 years as a teacher I consistently looked to pinpoint an area to focus my energy on to  leverage improved results.  On almost every report I analyzed I came to the same conclusion.

Improving a student’s ability to write to convey meaning will have the highest impact on improving test scores.

So… If I was to follow the Coach Belichick’s preparation model (which mirrors Sun Zsu’s The Art of War) I would analyze the opponent’s weakness and focus on defeating them by exploiting that weakness.  Does this mean spend 40% of my time in the classroom focusing on writing to mirror the exams?  Some would say yes.  As a former teacher I can say that I would have no life while I provided meaningful feedback on all that writing.  But… there are ways to increase the amount of writing in the classroom and not destroy your home life. 

At Odyssey this week I watched Mrs. Kirchmaier give students anchor papers and a rubric of a writing assignment that they had already completed.  Mrs. K helped the students synchronize their grading using exemplars of high, medium and low, scored samples.  She helped the students understand how the rubric was followed to obtain that score.  In the end the students were asked to peer grade their partner’s essay and provide feedback as to some improvements that could be made.  The students were then allowed to rewrite their essays with the new feedback and now a better understanding of the requirements and what a perfect exemplar looked like.  When the final draft and rough draft are handed in the next day much of the meaningful feedback was already done by the student’s peer and the teacher can focus on a quick scan of the perfected final.

In many ways this activity allows us to pull back the curtain on what is expected and allows the students to write with a better understanding of these expectations.  Feel free to use the NYSED Regents site to pull anchor papers for an activity like this and help your students practice old exam essays.  http://www.nysedregents.org/

Again, I am not saying we all need to mirror the exam and spend 40% of our time with in-depth expository writing… but certainly increasing writing practice by even 10% from where we are now would see major dividends.  

If we prepare our students for the challenge that we know is coming they will believe in their ability to succeed against it. 

After all, in 1991 my Buffalo Bills were heavily favored to win Super Bowl XXV. Most experts expected that the Giants defense would not be able to contain the Bills’ turbo-charged, no-huddle offense, which had scored 95 points in 2 playoff games.  We all know what happened.  The Giants did defeat the Bills.  The NY Giants defensive game plan is still displayed in the NFL Hall of Fame.  The author of this plan… NY Giants Defensive Coordinator, Bill Belichic.

Dissecting the Perfect Essay

As a child I liked taking things apart and putting them back together to find out how it worked.  Today, that skill I feel has helped make me a better teacher. 

In a recent visit to Olympia High School I had the pleasure of sitting down with Mr. Auriso to discuss some of his writing strategies that he uses in his World History classes.  One of his strategies that he is using currently helps students write better essay introductions by reading NY State Ed anchor papers, taking them apart and putting them back together again.  The theory behind it is brilliant.  The essential question is, “How did the author construct his argument and how did he sequence his argument to make the most sense?” 

Sound familiar?  “I will take Common Core Learning Standards for $100 Alex!”

This is no different than dissecting Lincoln’s Gettysburg Address or MLK’s Letters from a Birmingham Jail and delving into the reading to find the intent of the author and the skilled usage of words, phrases and passages. 

As with any great lesson Mr. Auriso’s preparation was key. 

Step 1: Access the NY State Education Department’s Regents web page http://www.nysedregents.org/

Step 2 Find an old Regents Exam writing question worth delving into.

Step 3 Locate the model paper with a perfect score (5/5) and print it out for the students. 

Mr. Auriso typed out the introduction of his model essay and put the text into a website that helps scramble sentences. 

 
Finally the students would get strips of paper with one sentence each printed out. 
The student’s task: Knowing what we know about what makes a good introduction reconstruct the intro as the author intended it. 
 
So you ask… How would one diversify a lesson like this?  Simple.  Instead of sentences give the students 5 index cards with the paragraphs (Intro, 3 main body paragraphs, and conclusion) printed out to help a student know the structure of the entire essay if that is what they need help identifying. 
 
Taking things apart to learn what make them tick is great as long as you don’t have parts left over.