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A New Era for 6th Grade
Social Studies Teachers
AGENDA
Topics…..
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Overview of content connections – 6th & 7th grades
What are the item specs? Why use it?
History Labs: A Social Studies Best Practice
Existing 5th Grade Lesson Plans to Support You
Rationale for Change
• Building upon the 5th grade U.S. History course required in
elementary schools allows 6th grade students to continue learning
U.S. History in a more rigorous and in-depth level.
• Much of the historical content emphasized in early U.S. History can
later assist students with often abstract and complex content
addressed in 7th grade Civics (e.g., the era of the American Revolution
and the Creation of the U.S. Constitution); and
• Placing the middle school World History course in 8th grade aligns the
two required World History courses in 8th grade (Early humans
through the Middle Ages) and the World History course in 9th grade
(Byzantine Empire through Modern Times).
Timeline:
To transition to this targeted sequence of courses for
required middle school Social Studies courses, the
following sequence will be followed for the 2016-17
and 2017-18 academic years:
• 6th grade U.S. History
• 7th grade Civics
• 8th grade U.S. History.
Why did we wait to do this now?
Big Picture:
• 2016-17- 6th grade will be getting tablets supporting digital access to
instructional resources.
• 2016-17- K-12 Social Studies adoption will take place (to implement in the
2017-18 school year) and implementing this transition now will facilitate
that the correct materials are reviewed for the correct grade level.
• Civics teachers need relevant historical content to be emphasized in 6th
grade ASAP!
• For additional information visit Weekly Briefing:
#18816 & # 19224
M/J Civics and M/J U.S. History
Snap Shot of Correlations
Category
ELA/MAFS Standards
Correlations/Connections
M/J U.S. History
M/J Civics
M/J World
30
30
30
ELA/MAF Standards Identical in all 3 courses
Correlations to Civics
EOC Assessment
Benchmarks
18 out of 35
35 main tested Civics EOC
Assessment Benchmarks
6 out of 35
Social Science Specific
Skill Standards
7 relevant history skill
standards
All SS Skill benchmarks
embedded in Civics Content
Standards
6 relevant history skill
standards
Additional Related Civics
Content Topics
28 additional related topics
N/A
None
For Example:
SS.8.A.2.7:
SS.8.A.3.1:
SS.8.A.3.10:
Describe the contributions of key groups (Africans, Native Americans, women, No
and children) to the society and culture of colonial America.
Explain the consequences of the French and Indian War in British policies for the SS.7.C.1.3: Describe how English policies and responses
American colonies from 1763 - 1774.
to colonial concerns led to the writing of the Declaration of
Independence. Civics EOC Tested Benchmark
Remarks/Examples:
SS.7.C.1.4: Analyze the ideas (natural rights, role of the
Examples may include, but are not limited to, Proclamation of 1763, Sugar
government) and complaints set forth in the Declaration of
Act, Quartering Act, Stamp Act, Declaratory Act, Townshend Acts, Tea
Independence. Civics EOC Tested Benchmark
Act, Quebec Act, and Coercive Acts.
Examine the course and consequences of the Constitutional Convention (New
Jersey Plan, Virginia Plan, Great Compromise, Three-Fifths Compromise,
compromises regarding taxation and slave trade, Electoral College, state vs.
federal power, empowering a president).
SS.7.C.1.2: Trace the impact that the Magna Carta,
English Bill of Rights, Mayflower Compact, and Thomas
Paine's "Common Sense" had on colonists' views of
government. Civics EOC Tested Benchmark
SS.7.C.1.7: Describe how the Constitution limits the
powers of government through separation of powers and
checks and balances. Civics EOC Tested Benchmark
BEST PRACTICES IN SOCIAL SCIENCES
Middle School Instructional Resources
Resource Development to support
NEW 6th grade U.S. History Course
See next slide for sample 1st nine weeks
pacing guide.
Resource Development to support NEW 6th grade U.S. History CourseSample New Cover Page
Note: All benchmarks that are considered essential benchmarks are
highlighted in yellow.
Note: All benchmarks that have a direct correlation to 7th grade Civics
are highlighted in green and are also considered essential.
Note: Topic/Benchmark provides relevant historical knowledge which
assists the learner in Civic understanding are highlighted in blue.
Note: Topic/Benchmark is a skill benchmark relevant to Civics are
highlighted in purple
Sample Resource Description
Existing Resources Adaptation
What are the item specs?
Why use them?
Basic Information:
• The Specifications is a resource that defines the content and
format of the test and test items for item writers and
reviewers.
• The Specifications indicates the alignment of test items with
the NGSSS. It also serves to provide all stakeholders with
information about the scope and function of the end-ofcourse assessments
Basic Information:
• the Specifications describes how the U.S. History (Civics)
benchmarks are assessed on the U.S. History (Civics) EOC
Assessment.
• Supplemental reference, when developing Test.
Utilizing Item Specifications to
formulate Test Items
•
Test items are written to measure primarily one benchmark;
however, other benchmarks may also be reflected in the item
context and therefore, also assessed benchmarks are
included under the main tested benchmarks in the Item
Specifications.
• Test items assess the application of the concept rather than
the memorization of U.S. History(Civics) related dates,
names, facts, laws, or theories unless otherwise noted in the
individual benchmark specifications.
Definitions of Benchmark
Specifications
•Strand:
Refers to a category of knowledge. The strands for Social
Studies are American History, Geography, Economics, World
History, Civics and Government, and Humanities.
•Reporting Category:
There are three reporting categories for U.S. History: Late
Nineteenth and Early Twentieth Century; Global Military,
Political, and Economic Challenges; and The United States
and the Defense of the International Peace.
•Standard: refers to the standard statement presented in
the NGSSS-SS.
Continued…
Definitions of Benchmark Specifications
• Benchmark:
Provides specific statements of what students are expected to
achieve. In some cases, the assessment of one benchmark
encompasses the context of the other related benchmarks. The
related benchmarks are noted in the benchmark statement and
are stated in the “Also Assesses” section.
• Also Assesses:
Refers to the benchmarks that are closely related and assessed
within the benchmark (see description above).
• Benchmark Clarification:
Explains how the achievement of the benchmark will be demonstrated by
students. These clarification statements explain what students are
expected to do when responding to the question and are written for the
benchmark and the “Also Assesses” benchmark(s).
Continued…
Definitions of Benchmark Specifications
• Content Limit:
Defines the range of content knowledge and degree of difficulty that should
be assessed in the test items for the benchmark. The content limit defined in
the Individual Benchmark Specifications may be an expansion or further
restriction of the Overall Considerations. (Must be used to plan your lessons)
• Stimuli Attribute:
Defines the types of stimulus materials that are used in the test items, including
the appropriate use of scenarios, content, or graphic materials. (Your instructional
materials should match the stimuli attributes of the benchmark taught: i.e.,
political cartoon, timelines, graphs, etc.)
• Content Focus:
Defines the content measured by each test item. Content focus addresses
the broad content and skills associated with the examples found in the
standards, benchmarks, or benchmark clarifications.(Must also be used to
plan your lessons)
Continued…
Definitions of Benchmark Specifications
• Sample Items - are provided for each
assessed benchmark. The sample items are
presented in a format similar to the one used
in the test. The correct answer for each
sample item is identified with a five-point star.
History Labs: A Social Studies Best
Practice
What is a History Lab?
History Labs: A Social Studies Best Practice
SS.7.C.1.3 Declaration of Independence
Existing Lesson
Plans to Support
You
• Go to
socialsciences.dadesch
ools.net
• Click on Pacing
Guides/Lessons
Next Steps- how to get prepared?
This goes out to the current 6th grade teachers:
1. Get a copy of the U.S. History text and review
it.
2. Review the pacing guides, timelines, and year
at a glance.
3. Remember- the electronic textbook’s reading
level can be changed to better accommodate
6th grade learners (it is automatically set for
8th grade reading level).
4. Devise a plan with your department to share
instructional materials.
5. Be on the look out for upcoming PD
opportunities to improve your:
• U.S. History knowledge and skills and
• Your technology skills through the Digital
Transformation Initiative trainings.
• All dates of aforementioned trainings are
pending.
Next Steps- how to get prepared?
This goes out to the current 6th grade teachers:
How to change the reading level of the MS US
History Digital Book:
BEST PRACTICES IN SOCIAL
SCIENCES
6th grade – World History
Logistical Issues
2014-15: 906 students did not pass
the 6th grade World History course.
Summer 2016- ????
Course Recovery- ????
Defining Transformational Leadership
https://www.youtube.com/watch?v=60O2OH7mHys
Basic Idea of Leadership Teams
https://www.teachingchannel.org/videos/changing-student-demographics
Idea of In-School Expertise Development
https://www.teachingchannel.org/videos/share-instructional-expertise