Analysis NYS SS Framework PDF

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NYS SOcial Studies Framework...

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1. Explain your understanding of the “Social Studies Practices: Vertical Articulation K -4 and 5-8" that appears on pp. 14-21. https://www.engageny.org/file/121411/download/ss-framework-k-12-intro.pdf? token=IOfbUIuGX9e2jgsqHlgQSCTp0yfuQrcaJwVG-Wt4Q4g (Links to an external site.)Links to an external site. Within this framework, the authors outline various Social Studies practices that provide instructors with guidance on how to teach, organize, and display information for students. Each practice presents itself with helpful instructions to teachers to ensure students are receiving adequate and reliable information through multiple platforms. Divided into three grade levels K-4, 5-8, 9-12 - each practice targets the different concepts and components of each topic within the curriculum. In the first practice - gathering, interpreting and using evidence - the developers has the first grade level (K-4) developing ideas and questions pertaining to our society and world. These questions should be formed in a way in which they can be answered by gathering, interpreting and using evidence. Furthermore, in the grades 9-12, the developers has them developing and framing questions about specific events in our society and world in which we can create hypotheses that could be potential answers to questions, utilize the evidence to answer questions as well as consider and analyze hypotheses that are of opposite or various focus. Going further into the framework, the creators move onto the practice of chronological reasoning and causation. Essentially, these practices have students explain and connect events chronologically as well as have students in the upper grade levels explain the outside influences of events from the past that may persuade further events or ideas. Further into the framework, the authors speak about comparison and contextualization amongst grade levels. Within the lower level, students will be identifying regions through description, characterization, and comparison amongst other regions. Going through the upper grade levels, students findings become more specific and advance, allow them to make connections to other geographical areas and regions. In all, the Vertical Articulation of the Social Studies Framework gives students the opportunity to dive into their material and information and truly form an intelligent, coherent, and structured response. In addition, this framework allows for critical thinking and connections amongst other content areas as well.

2. What experience did you have as a K-12 student with any of the Learning Standards for Social Studies that appear on p. 3 (US History, World History, Geography, Economics, Civics/Citizenship/Government)? How did you learn about these areas? https://www.engageny.org/file/121411/download/ss-framework-k-12-intro.pdf? token=IOfbUIuGX9e2jgsqHlgQSCTp0yfuQrcaJwVG-Wt4Q4g (Links to an external site.)Links to an external site. When reading over the New York State Learning Standards for Social Studies, it reminds me of when I was in school learning about these topics. For the first standard, History of the United States and New York, I remember it being a very visual learning experience. Through multiple platforms of technology, presentations, movies, and stories, I was able to learn about our world and how we got to where we are today. In addition, when learning about World History, this was a large topic in my schooling. All the grades collaborated together, each being assigned a different country, and experienced the cultures, traditions, and beliefs of each of these nations. I

believe this was a really great way to acquire new information about the world, as well as collaborate with peers. Furthermore, learning about Geography was a very integral topic in my social studies coursework. I have a vivid memory of my teachers coming together and having each student participate in a “heritage day.” For this day, each student brought a specific food item from their country of heritage, and we would all come together and, in the gym, locate each nation. This was an excellent way to connect geography, diversity, culture, and traditions to our education.

3. Select one of the 10 Themes (concepts) and a related Key Idea and Conceptual Understandings (pp. 51, 72, 80, 90, 100). What ideas do you have – what strategies might you use – to help your students understand this selected Key Idea/Conceptual Understanding? (pp. 52, 73, 81, 91, 101) https://www.engageny.org/file/14656/download/ss-framework-k-8.pdf? token=g_pQ0Rw8wKoyR_5xo1JMNIgD5RFn6DxSeLozK9pQYgM (Links to an external site.)Links to an external site. Through the theme of Development, movement, and interaction of cultures (MOV), and the related key idea 4.2 Native American Groups and the Environment, I would create a lesson that would help students better understand the traditions, customs, and beliefs that these indigenous groups followed. Providing students with the Key Idea, I will use technology as a primary platform to instruct students with this information. Through comparing and contrasting various indigenous groups, students will have the ability to understand the roles of each member of this society as well as the survival techniques they used to live.

4. Which of the Common Core Anchor Standards for Reading and Writing that appears on pp. 4- 5 are incorporated in your current grade-level Social Studies curriculum or ProjectBased Learning Units? How are they incorporated? If you have not taught, which Common Core Anchor Standards for Reading and Writing that appears on pp. 4- 5 that you would prefer or planning to incorporate into your Final Commentary Learning Segment Plan? How would you incorporate them? https://www.engageny.org/file/121411/download/ss-framework-k-12-intro.pdf? token=IOfbUIuGX9e2jgsqHlgQSCTp0yfuQrcaJwVG-Wt4Q4g (Links to an external site.)Links to an external site. The Standards that the common core describes are all great tools to implement into a curriculum. Through the Key Ideas and Details component, this standard allows for students to develop and deeper understanding of a concept through analyzing, critical reading and thinking, and determining main ideas. It provides students with the skills to connect and summarize main ideas

as well. In addition, the standard that has the integration of knowledge and ideas is an extremely important skill for students to develop and master. Within this standard, students will have the ability to connect previous information to the next, and be able to interpret and analyze the themes or topics that comprise both. In my future classroom, I would utilize these standards greatly. Through various types of reading and technological platforms, I will provide students with information that consist of similar themes and ideas, and have students find the connections.

5. Which of the Social Studies Practices (pp. 15, 22, 30, 39, 49, 70, 78, 79) do your students use in your current grade-level Social Studies curriculum or Project-Based Learning Units? How do they use these practices? If you have not taught, explain which of the Social Studies Practices (pp. 15, 22, 30, 39, 49, 70, 78, 79) you would like for your students learn. Explain how they would use these practices. https://www.engageny.org/file/14656/download/ss-framework-k-8.pdf? token=g_pQ0Rw8wKoyR_5xo1JMNIgD5RFn6DxSeLozK9pQYgM (Links to an external site.)Links to an external site. Through my years of schooling, I have found that I am always more interested in a topic when teachers or I connect it to real life situations or events. In the practice of Gathering, Interpreting, and Using Evidence, students are given the opportunity to connect those personal interests to their academics. Through developing of questions about their families, to connecting information through photographs, maps, etc., students are given the chance to make those connections. In addition, the comparing and contextualization of information is extremely useful as well. By understanding the areas that we come from, we can better understand our society as a whole. Identifying and analyzing the similarities and differences that make up our society versus a third world country, we can use that information to comprehend the factors that differentiate us. Furthermore, the last practice that is listed is civic participation. This is an extremely important practice to implement into the curriculum. Students are given the ability to learn about varying political systems and how they affect society. Teachers can connect this to the actual classroom by identifying the actions and consequences of certain events, and allowing students be exposed to the various roles that make up our society as well.

6. What connections can you make between the NYSED framework and concept-based teaching and learning? Through concept-based teaching and learning, we are able to target the various factors and principles that make up the NYSED framework. The framework provides multiple concepts and topics that teachers can utilize to further improve their instruction through this model. By providing key ideas, teachers can then expand those ideas into topics, giving students the opportunity to deeper their learning and understanding of the new knowledge. In addition, this framework outlines every aspect a lesson and curriculum can cover pertaining to social studies. With this, educators have the resources and tools to gather enough concepts, methods, and ideas to truly instruct students to reach their best potential. 7. What questions do you have about the Framework? Explain your thinking.

After being introduced to the framework, I feel more at ease knowing there are plenty of resources out there to help guide me into creating a curriculum that is rich in information, suggestions, and ideas to further help my students succeed. Pertaining to the framework, is there room for interpretation? Do we have to follow each principle and guideline exactly how the creators developed it? Do schools follow this framework exactly as well? I feel as though since every child learns differently, we may have to adapt some of the factors that comprise this framework to further target learners who are struggling with material. In addition, how can we apply this framework to special education?...