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History/Social Studies Curriculum Update Cambrian School District Goal of History / Social Studies Update Review student performance Provide program information Consider next steps K-8 Houghton-Mifflin History / Social Studies Program K – My World Learning & Working Now & Long Ago 1 – School & Family World History & Geography: Ancient Civilizations A Child’s Place in Time & Space 2 – Neighborhoods 3 – Communities Continuity & Change 4 – California Studies California: A Changing State 5 – United States History: Early Years US History & Geography: Making a New Nation 7 – Across the Centuries World History & Geography: Medieval & Early Modern Times People Who Make a Difference 6 – World History: Ancient Civilizations 8 – The More Perfect Union United States History & Geography: Growth & Conflict An informal survey of elementary teachers reveals: Program is more engaging with improved readability Chapters are concise and Practice Books are well organized Practice books are not always used Teacher Edition is well-designed and supports differentiation Videos are engaging and graphics are of high-quality and well-organized Reviews re-engage students on important ideas Critical thinking aspects are not always addressed and have to be supplemented The survey also suggests: Cross-curricular and extension strategies are supported by: Leveled readers Practice books which provide explicit reading strategies and skill development ebooks provide graphics and audio to help students hear how to pronounce new vocabulary. ebooks also are used to make power points to support whole class activities The pacing is very ambitious Chapter tests are very difficult How are students doing? No CST or benchmark tests are administered to students in the elementary school. There is no collection of school- or districtlevel data related to student performance. Using informal assessments, there appears to be improved student understanding using the new program. Initiatives taken…. Some District upper elementary teachers are teaching social studies and science in a grade level rotation. This keeps us on track for our pacing and allows us to collaborate more readily. Professional Development No district-wide professional development has occurred to specifically support History / Social Studies during the current school year Step-Up-To-Writing training was provided for new teachers in August 2007 Middle School Update Successes: what works well How are our Grade 8 History / Social Studies students doing? 100 90 80 70 60 50 40 30 20 10 0 C la ra C am br ia n Sa n ta C A 2007 How are students performing in different content clusters of History? Price Gr 8 History-Social Science Cluster Performance 2005-07 100 90 80 P04 70 2006 2007 60 50 40 World History: Late Antiquity Renaissance / U.S. Ancient & Middle Ages Reformation Constitution & Civilizations Early Republic Civil War & Its Aftermath Future Areas of focus • To develop Grade-level assessments • Effective assessment resources are found in new textbook adoption Future goals for the Social Studies program •Exploration of year-long 7th grade course What did our district survey reveal about history / social studies? Parents believe their child is making satisfactory progress in social studies Strong support for 78% of elementary parents 91% of middle school parents Good citizenship behaviors Teaching critical thinking skills, beyond the standards Parents who commented on social studies emphasized the importance of implementing a social studies program in the early grades What’s next for History / Social Studies? Implement year-round history at the middle school Develop assessment systems useful to teachers in planning instruction Further explore the rotation of upper elementary teachers to assist with program pacing and goals Build upon Step-up-to-Writing strategies in connection with the social studies program