1 Finding the World in Washington State’s Standards & Assessments What the state should and can do to improve international education

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Finding the World Finding the World in Washington in Washington

State’s Standards State’s Standards & Assessments& AssessmentsWhat the state should and What the state should and

can do to improve can do to improve international educationinternational education

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OVERVIEWOVERVIEW

What is international education and What is international education and why should the state support it?why should the state support it?

What are our goals and how will we What are our goals and how will we know if we have achieved them?know if we have achieved them?

What stands in our way and what What stands in our way and what trade-offs must we make?trade-offs must we make?

What are we currently doing and What are we currently doing and what could we be doing better?what could we be doing better?

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INTRODUCTIONINTRODUCTION

What is international What is international education and why should the education and why should the

state support it?state support it?

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Why is international Why is international education important?education important?

NCSS Statement: Increased human interactions NCSS Statement: Increased human interactions across borders increases the potential for both across borders increases the potential for both cooperation and conflict.cooperation and conflict. ““The purpose of global education is to develop The purpose of global education is to develop

in youth the knowledge, skills, and attitudes in youth the knowledge, skills, and attitudes needed to live effectively in a world needed to live effectively in a world possessing limited natural resources and possessing limited natural resources and characterized by ethnic diversity, cultural characterized by ethnic diversity, cultural pluralism, and increasing interdependence.”pluralism, and increasing interdependence.”

Adults’ understanding of the world often comes from Adults’ understanding of the world often comes from their secondary educationtheir secondary education

Participation in international education programs Participation in international education programs results in greater global awareness and global results in greater global awareness and global concern.concern.

World Affairs Council: “International education is World Affairs Council: “International education is basic education.”basic education.”

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Reasons to be ConcernedReasons to be Concerned

Many schools offer less instruction in Many schools offer less instruction in about the world today than they did in about the world today than they did in the past. This decline is attributable to the past. This decline is attributable to many of the recent school reform many of the recent school reform programs, including the emphasis on programs, including the emphasis on instruction and basic skills testing. instruction and basic skills testing.

Minimal training of teachers in how to Minimal training of teachers in how to integrate the world in their lessons.integrate the world in their lessons.

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Global LiteracyGlobal Literacy

““Roughly two-thirds (65%) of Roughly two-thirds (65%) of those with moderate or low those with moderate or low interest in international news interest in international news say they sometimes say they sometimes lose lose interestinterest in these stories because in these stories because they they lack the background lack the background informationinformation to keep up.” to keep up.”

- Pew Research Center- Pew Research Center

SOURCE: Nancy Bacon, World Affairs Council

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OUR MEASURES OUR MEASURES OF SUCCESSOF SUCCESS

What are our goals and how What are our goals and how will we know if we have will we know if we have

achieved them?achieved them?

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Czarra’s Checklist, Part ICzarra’s Checklist, Part I What should students know and be able to do if they are What should students know and be able to do if they are

to be considered globally and internationally fluent?to be considered globally and internationally fluent? What is the current state of international and global What is the current state of international and global

education in the United States?education in the United States? How can policymakers assess global and international How can policymakers assess global and international

education efforts within their own schools, school education efforts within their own schools, school districts, or states?districts, or states?

How can education policymakers create structures that How can education policymakers create structures that support the strengthening of a global and international support the strengthening of a global and international perspective without overwhelming current resources?perspective without overwhelming current resources?

What policy mechanisms can be used to support the What policy mechanisms can be used to support the global and international literacy of students within the global and international literacy of students within the current context of standards and accountability?current context of standards and accountability?

Can these policies be used in such a way as to not Can these policies be used in such a way as to not overwhelm the current standards and assessment overwhelm the current standards and assessment systems?systems?

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Czarra’s Checklist, Part Czarra’s Checklist, Part IIII

Do students study and are they aware of global Do students study and are they aware of global issues and complexities?issues and complexities?

Have students studied at least one other culture?Have students studied at least one other culture? Do students have a general geographical, cultural, Do students have a general geographical, cultural,

and historical knowledge?and historical knowledge? Do students study a foreign language or engage in Do students study a foreign language or engage in

cultural exchanges?cultural exchanges? Do students know and understand that cultures Do students know and understand that cultures

cross national boundaries?cross national boundaries? Can students recognize, analyze, and evaluate Can students recognize, analyze, and evaluate

major events and trends in American and major events and trends in American and world history and examine how these events world history and examine how these events and trends connect to their own lives, local and trends connect to their own lives, local communities, and the United States?communities, and the United States?

Are all of these goals of equal importance? Are all of these goals of equal importance? Which are our priorities?Which are our priorities?

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Banks’ Banks’ RecommendationsRecommendations

Balancing Diversity and UnityBalancing Diversity and Unity New Conception of Citizenship Education: New Conception of Citizenship Education:

Multicultural Citizenship (Avoid cultural Multicultural Citizenship (Avoid cultural hegemony & Balkanization)hegemony & Balkanization) ““Maintain attachments to their cultural communities Maintain attachments to their cultural communities

as well as participate effectively in the shared as well as participate effectively in the shared national culture.”national culture.”

Students should feel the need to take Students should feel the need to take action as citizens to help solve the world’s action as citizens to help solve the world’s difficult global problems.difficult global problems.

How can the state promote attachments to How can the state promote attachments to cultural communities?cultural communities?

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Today’s Survey QuestionsToday’s Survey Questions What are the 3 primary obstacles in the What are the 3 primary obstacles in the

way of addressing the international way of addressing the international knowledge and skills gap in the schools knowledge and skills gap in the schools and educational institutions in our state?and educational institutions in our state?

What recommendations do you have for What recommendations do you have for overcoming these obstacles?overcoming these obstacles?

What kinds of educational resources do What kinds of educational resources do you need to promote international you need to promote international education where you engage the education where you engage the community?community?

How important is it for Washington state How important is it for Washington state to address these issues?to address these issues?How will our plan meet pedagogical goals How will our plan meet pedagogical goals

while addressing administrative & political while addressing administrative & political constraints?constraints?

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How will students show that they are ready to be citizens in an international community? - CBA Scope & Sequence

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How will students show that they are ready to be citizens in an

international community?Students will…Students will… write research papers on events in write research papers on events in

Washington State, US, & World History Washington State, US, & World History defend a position on a controversial issue defend a position on a controversial issue

using their understanding of the using their understanding of the Constitution and international human Constitution and international human rightsrights

analyze the economic effects of scarcity analyze the economic effects of scarcity on communities from around the world. on communities from around the world.

investigate and propose solutions to investigate and propose solutions to environmental problems environmental problems

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CHALLENGES CHALLENGES WE FACEWE FACE

What stands in our way and What stands in our way and what trade-offs must we what trade-offs must we

make?make?

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Competing Reasons for Competing Reasons for International EducationInternational Education

Prepare students to help solve Prepare students to help solve problems that cross national borders problems that cross national borders (e.g. nuclear proliferation)(e.g. nuclear proliferation)

Prepare students to compete and thrive Prepare students to compete and thrive in an economy linked to other countries in an economy linked to other countries (e.g. careers for the 21(e.g. careers for the 21stst century) century)

Prepare students to live, work, and Prepare students to live, work, and cooperate with people from other cooperate with people from other nations (e.g. fair trade)nations (e.g. fair trade)

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Persistent Tensions in Persistent Tensions in Social StudiesSocial Studies

Depth & BreadthDepth & Breadth Content & SkillsContent & Skills Social Sciences & HistorySocial Sciences & History Current Events & HistoryCurrent Events & History Chronology & Case Study & ThemesChronology & Case Study & Themes Global Perspective & National/Local Global Perspective & National/Local

UnderstandingUnderstanding Western & Non-WesternWestern & Non-Western Realism & OptimismRealism & Optimism Focus on Commonalities & DifferencesFocus on Commonalities & Differences Time (180 days x 45 minutes = 135 hours per Time (180 days x 45 minutes = 135 hours per

year)year)

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WASHINGTON WASHINGTON STATE’S VISION STATE’S VISION

FOR FOR INTERNATIONAL INTERNATIONAL

EDUCATIONEDUCATIONWhat are we currently doing What are we currently doing and what could we be doing and what could we be doing

better?better?

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Other States’ Visions of Other States’ Visions of International EducationInternational Education

Michigan, New York, & several other states mandate some form Michigan, New York, & several other states mandate some form of global educationof global education

Massachusetts: recently added new areas of the world in its Massachusetts: recently added new areas of the world in its standardsstandards

Geography is now taught in schools throughout the country. Geography is now taught in schools throughout the country. (due to pressure from National Geographic Society)(due to pressure from National Geographic Society)

World history is now a requirement for graduation in about 20 World history is now a requirement for graduation in about 20 states, and in many places where it is not a state graduation states, and in many places where it is not a state graduation requirement, districts have added their own world history requirement, districts have added their own world history mandates. mandates.

Only a handful of states have clear, thoughtful standards in Only a handful of states have clear, thoughtful standards in world history. only a handful of states have clear, thoughtful world history. only a handful of states have clear, thoughtful standards in world history. standards in world history.

Connecticut & Michigan: International Education CommissionsConnecticut & Michigan: International Education Commissions Wisconsin: universities provide content training for teacher Wisconsin: universities provide content training for teacher

exchange programs; created network of global educatorsexchange programs; created network of global educators Wisconsin: created “Planning Curriculum in International Wisconsin: created “Planning Curriculum in International

Education” – how to internationalize every subject areaEducation” – how to internationalize every subject area

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Quiz on EALRs & Quiz on EALRs & AssessmentsAssessments

What is your favorite EALR?What is your favorite EALR? Which subjects have EALRs?Which subjects have EALRs? What percentage of Social Studies EALRs What percentage of Social Studies EALRs

make explicit reference to places outside of make explicit reference to places outside of the United States? What percentage of Social the United States? What percentage of Social Studies EALRs make explicit reference to the Studies EALRs make explicit reference to the United States?United States?

How many state laws relate to international How many state laws relate to international education?education?

How long has Washington had EALRs? How How long has Washington had EALRs? How long have we had the WASL?long have we had the WASL?

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The Czarra Checklist, The Czarra Checklist, Part IIIPart III

Policy Statement on International Education? Policy Statement on International Education? EmergingEmerging Full-Time Person Devoted to International Education? Full-Time Person Devoted to International Education? NoNo Certification: Includes Global Literacy? Certification: Includes Global Literacy? NoNo Study-Abroad Programs? (Teachers & Students) Study-Abroad Programs? (Teachers & Students) YesYes Global Concepts in Standards? Global Concepts in Standards? YesYes World Language Standards? World Language Standards? FutureFuture Proficiency in World Languages for HS Students? Proficiency in World Languages for HS Students? NoNo International Assessment Organizations? International Assessment Organizations? Future?Future? Integration Across All Educational Levels? Integration Across All Educational Levels? Future?Future? Instructional Materials: International Issues & Diversity? Instructional Materials: International Issues & Diversity?

No!No! Coordinate Efforts of International Ed & Business Orgs? Coordinate Efforts of International Ed & Business Orgs?

SomeSome Regular Professional Development to Promote Regular Professional Development to Promote

International Education? International Education? Future?Future?Are all of these goals of equal importance? Are all of these goals of equal importance?

Which are our priorities?Which are our priorities?

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Emerging Vision for International Emerging Vision for International Education in the Washington State Education in the Washington State

Social Studies ProgramSocial Studies Program Two main goals of social studies programTwo main goals of social studies program

Civic Efficacy = the ability for students to participate as Civic Efficacy = the ability for students to participate as engaged, informedengaged, informed citizens in the world. citizens in the world.

Social Understanding = the knowledge, skills, and attitudes Social Understanding = the knowledge, skills, and attitudes needed to live effectively in a world characterized by ethnic needed to live effectively in a world characterized by ethnic diversity and cultural pluralismdiversity and cultural pluralism

CURRICULUMCURRICULUM Determining what is truly Determining what is truly essential essential for students to know for students to know

about the worldabout the world ““Near and Far” : comparative approach encourages looking at Near and Far” : comparative approach encourages looking at

the rest of the world throughout K-12 the rest of the world throughout K-12 Acknowledging a Trade-offAcknowledging a Trade-off

Depth Over Breadth: A program to promote enduring Depth Over Breadth: A program to promote enduring understanding of essential learning, not the mentioning of a understanding of essential learning, not the mentioning of a laundry list of content items needed to avoid cultural illiteracylaundry list of content items needed to avoid cultural illiteracy

Enduring Understandings/Skills Over Memorization of ContentEnduring Understandings/Skills Over Memorization of Content ASSESSMENTASSESSMENT

The Pivotal Role of Assessment in Achieving our Goals for The Pivotal Role of Assessment in Achieving our Goals for International EducationInternational Education

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OSPI, the Legislature, & OSPI, the Legislature, & International EducationInternational Education

The State’s 4 Educational Reform GoalsThe State’s 4 Educational Reform Goals Goal I:Read with comprehension, write with skill, and Goal I:Read with comprehension, write with skill, and

communicate effectively and responsibly in a variety of ways communicate effectively and responsibly in a variety of ways and settings; and settings;

Goal II: Know and apply the core concepts and principles of Goal II: Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and mathematics; social, physical, and life sciences; civics and history; geography; arts; and health and fitness; history; geography; arts; and health and fitness;

Goal III: Think analytically, logically, and creatively, and to Goal III: Think analytically, logically, and creatively, and to integrate experience and knowledge to form reasoned integrate experience and knowledge to form reasoned judgments and solve problems; and judgments and solve problems; and

Goal IV: Understand the importance of work and how Goal IV: Understand the importance of work and how performance, effort, and decisions directly affect future performance, effort, and decisions directly affect future career and educational opportunities.career and educational opportunities.

Course RequirementsCourse Requirements US History, Washington State History, & Contemporary US History, Washington State History, & Contemporary

World ProblemsWorld Problems International Education – several exchange programsInternational Education – several exchange programs

Are the goals of international education Are the goals of international education compatible with the state’s education compatible with the state’s education

reform goals?reform goals?

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What makes international What makes international education education essentialessential for all for all

students?students? What international aspects of What international aspects of civicscivics

must all students learn?must all students learn? What international aspects of What international aspects of

history history must all students learn?must all students learn? What international aspects of What international aspects of

geographygeography must all students learn? must all students learn? What international aspects of What international aspects of

economicseconomics must all students learn? must all students learn?

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The World in the EALRs – The World in the EALRs – Explicit & Implicit Explicit & Implicit

ReferencesReferences Explicit References (see next four Explicit References (see next four

slides)slides) Implicit References: Virtually all of the Implicit References: Virtually all of the

EALRs could include study of the EALRs could include study of the world outside our nation’s borders world outside our nation’s borders (social studies & other subject areas)(social studies & other subject areas) HH2.1. Compare and contrast ideas in different places, time

periods, and cultures, and examine the interrelationships between ideas, change, and conflict.

G3.3 Examine cultural characteristics, transmission, diffusion, and interaction.

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History EALRsHistory EALRs H 1.3.2 Examine the development of H 1.3.2 Examine the development of different culturesdifferent cultures

in Washington State, U.S., and in Washington State, U.S., and world historyworld history WH1.2.2 WH1.2.2 Compare and contrast elements of cultureCompare and contrast elements of culture

(e.g., society, government, economy, technology, arts, (e.g., society, government, economy, technology, arts, ideas, and beliefs) in the following contexts: Ancient ideas, and beliefs) in the following contexts: Ancient history (prehistory – 600): River civilizations, Greece, history (prehistory – 600): River civilizations, Greece, Rome, China World History (600-1600): Medieval Rome, China World History (600-1600): Medieval Europe/Renaissance, Islam, African Kingdoms, Meso-Europe/Renaissance, Islam, African Kingdoms, Meso-America, Japan America, Japan

WH1.2.3 WH1.2.3 Identify and analyze major concepts, Identify and analyze major concepts, people, and events in world history from 1600 to people, and events in world history from 1600 to the presentthe present including:· Global expansion and encounter including:· Global expansion and encounter (1450-1770)· Age of Revolutions (1750-1914)· Causes and (1450-1770)· Age of Revolutions (1750-1914)· Causes and consequences of WW1 and WWII (1870-1989)· consequences of WW1 and WWII (1870-1989)· Emergence and development of new nations (1945-Emergence and development of new nations (1945-present)· Challenges to democracy and human rights present)· Challenges to democracy and human rights (1900-present) (1900-present)

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What role should World What role should World History play?History play?

Should students learn about the Should students learn about the development of world civilizations as development of world civilizations as they relate to the history of the United they relate to the history of the United States?States?

Should students learn about world Should students learn about world history as it relates to their own cultural history as it relates to their own cultural background?background?

Should students only learn history that Should students only learn history that relates to current problems?relates to current problems?

Why is it essential for all students to Why is it essential for all students to learn world history?learn world history?

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Civics EALRsCivics EALRs C3.1 Understand how the world is organized C3.1 Understand how the world is organized

politically and how nations interact politically and how nations interact C3.2 Recognize factors and roles that affect C3.2 Recognize factors and roles that affect

the development of foreign policy by the the development of foreign policy by the United States United States

C 4.1 Understand individual rights and their C 4.1 Understand individual rights and their accompanying responsibilities including accompanying responsibilities including problem-solving and decision-making at the problem-solving and decision-making at the local, state, national, and international levellocal, state, national, and international level

C 4.2 Identify and demonstrate rights of C 4.2 Identify and demonstrate rights of United States citizenship related to school, United States citizenship related to school, local, state, national, and international local, state, national, and international issuesissues

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How should we teach How should we teach Civics?Civics?

Should students learn to value our Should students learn to value our democratic ideals?democratic ideals?

Should students learn to compare Should students learn to compare and contrast our government with and contrast our government with other governments and weigh the other governments and weigh the pros and cons of each?pros and cons of each?

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Geography EALRsGeography EALRs

G1.2.3a Explain why different places of G1.2.3a Explain why different places of the world have particular physical and the world have particular physical and human characteristics human characteristics

G2.3.2 Examine the Pacific Northwest as G2.3.2 Examine the Pacific Northwest as part of the Pacific Rim region and part of the Pacific Rim region and describe similarities and differences describe similarities and differences among Pacific Rim countries with regard among Pacific Rim countries with regard to oceans, landforms, trade, and culture to oceans, landforms, trade, and culture

G2.3.3 Analyze how cultural and physical G2.3.3 Analyze how cultural and physical features define the Pacific Rim as a region features define the Pacific Rim as a region

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How should we teach How should we teach geography?geography?

Should students learn to memorize Should students learn to memorize as many countries, continents, and as many countries, continents, and capitals as their brains can hold?capitals as their brains can hold?

Should they learn how the Should they learn how the geography of various regions affects geography of various regions affects how people live, work, govern how people live, work, govern themselves, etc…?themselves, etc…?

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““Despite the devastating 9/11 Despite the devastating 9/11 attacks on the U.S. and the attacks on the U.S. and the subsequent media spotlight on the subsequent media spotlight on the Middle East and Central Asia, Middle East and Central Asia, 83% 83% of young of young AmericansAmericans could not could not find Afghanistanfind Afghanistan on a world map.”on a world map.”- National Geographic survey- National Geographic surveySOURCE: Nancy Bacon, World Affairs Council

If students were able to correctly label a map of the Middle If students were able to correctly label a map of the Middle East & Central Asia, what would that tell us about their East & Central Asia, what would that tell us about their

ability to be responsible citizens? Should locating places on ability to be responsible citizens? Should locating places on a world map be a primary goal of international education? a world map be a primary goal of international education?

How many places? Which places?How many places? Which places?

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Economics EALRsEconomics EALRs

E 2.3.3b Analyze how prices E 2.3.3b Analyze how prices coordinate production and exchange coordinate production and exchange in domestic and international in domestic and international marketsmarkets

E2.4.1a Explain how various forms E2.4.1a Explain how various forms of investment affect individuals and of investment affect individuals and societies in neighborhoods, societies in neighborhoods, communities, and countriescommunities, and countries

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Economics EALRsEconomics EALRs

Should students learn to understand Should students learn to understand the benefits of trade and capitalism?the benefits of trade and capitalism?

OROR Should they learn to compare and Should they learn to compare and

contrast various economic systems contrast various economic systems evaluating the pros and cons of evaluating the pros and cons of each?each?

How should the EALRs be revised?How should the EALRs be revised?

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The World in the Social The World in the Social Studies FrameworksStudies Frameworks

Numerous explicit references to the Numerous explicit references to the cultures, countries, and regions cultures, countries, and regions beyond our bordersbeyond our borders

Efforts to have students make Efforts to have students make regularly compare and contrast what regularly compare and contrast what they know locally with people and they know locally with people and their experiences outside of the their experiences outside of the United StatesUnited States

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K-12 Scope & Sequence in K-12 Scope & Sequence in the Social Studies the Social Studies

FrameworksFrameworks K = Self (Near & Far; Now & Then)K = Self (Near & Far; Now & Then) 11stst = Home (Near & Far; Now & Then) = Home (Near & Far; Now & Then) 22ndnd = Neighborhood (Near & Far; Now & Then) = Neighborhood (Near & Far; Now & Then) 33rdrd = Community (Near & Far; Now & Then) = Community (Near & Far; Now & Then) 44thth = Washington State History (local tribal history) = Washington State History (local tribal history) 55thth = US History (Colonial Period & Independence) = US History (Colonial Period & Independence) 66thth = Ancient Civilizations & World Geography = Ancient Civilizations & World Geography 77thth = World History (600-1600); Washington State = World History (600-1600); Washington State

HistoryHistory 88thth = US History & Government (19 = US History & Government (19thth Century) Century) 9 & 109 & 10thth = World History (1600 to Present) = World History (1600 to Present) 1111thth = US History & Government (20 = US History & Government (20thth Century) Century) 1212thth = Contemporary World Problems = Contemporary World Problems

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ASSESSMENTASSESSMENT

How will we know if we have How will we know if we have succeeded?succeeded?

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The Role of AssessmentThe Role of Assessment

Do we need a state-mandated Do we need a state-mandated social studies assessment to social studies assessment to ensure that students are ensure that students are learning about the rest of the learning about the rest of the world? world?

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What would a social studies What would a social studies assessment system look like and assessment system look like and

how would it improve teaching and how would it improve teaching and learning?learning? Classroom-Based Assessments (CBAs) at Classroom-Based Assessments (CBAs) at

all 3 benchmarks.all 3 benchmarks. Classroom-based assessments enable Classroom-based assessments enable

students to study a topic deeply and students to study a topic deeply and present their understanding in a more present their understanding in a more authentic, valid way.authentic, valid way.

An assessment system based on classroom-An assessment system based on classroom-based assessments would create a scope & based assessments would create a scope & sequence for student learning of essential sequence for student learning of essential skills and conceptual understandings.skills and conceptual understandings.

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The Tasks

Students will… Students will… Students will… Students will… Students will… Students will… Students will… Students will… Students will…

Middle School

High School

Elementary

Analyze how two regions cooperate and conflict with each other based on spatial patterns

Identify a problem related to the human impact on the environment propose a solution .

Construct a thesis about an issue, person, problem, or event using evidence from sources.

Use artifacts to construct a historical interpretation and make new historical insights.

Formulate positions on an issue addressing constitutional issues, court cases, and government policy.

Explain the economic factors of an economic problem, and compare and contrast potential solutions.

Compare and contrast several different economic systems and identify an ideal sy stem.

Explain human settlement patterns related to an issue and evaluate the impact of the environment.

Analyze an event involving checks and balances -evaluating the philosophical implications.

Use artifacts to construct a written historical account.

Formulate their own positions on a public controversial issue addressing constitutional rights, and responsibilities.

Evaluate how checks, balances, and core democratic values are represented in a current or historical, state or federal event.

Explain the causes and effects of a current or historical economic problem.

Compare and contrast the methods two historical or contemporary societies (in Washington State) have used to meet the same economic needs

Select a current or historical culture and describe the interrelationships among the movement of peoples, goods, and the natural environment.

Illustrate how people could develop in an area given to them on a map

Investigate two groups of people living in similar environments and determine the relationship between humans and the environment.


Use artifacts to construct a coherent historical interpretation

Trace the movement of a people and explain the causes and effects of that movement.

Compare and contrast the spatial arrangement of two different cultures.

Determine how the environment influences the development of culture and how humans impact their environment.


Formulate their own positions on a public controversial issue.

Develop a bill and take it through the law making process evaluating the purpose of the bill.

Explain the economic effects of scarcity on individuals and communitiesin Washington.

Demonstrate ways in which people meet economic needs and wants individually and collectively

Spatial Relationships

Human-Environmental

Interactions

Historical Research Project

Historical Interpretation

Public Controversial

Issues

Government and Its Functions

Economic Factors Human Movement:

Culture & the Environment

Economic Systems

Civics Economics Geography History

CBA Scope & Sequence

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Why Classroom-Based Why Classroom-Based Assessments?Assessments?

CBAs enable students to demonstrate that they CBAs enable students to demonstrate that they have met the Essential Academic Learning have met the Essential Academic Learning Requirements at the 5Requirements at the 5thth, 8, 8thth, and high school , and high school benchmarks in an authentic, valid way.benchmarks in an authentic, valid way.

The CBA models have been developed by teachers The CBA models have been developed by teachers and thus, serve to empower the profession.and thus, serve to empower the profession.

CBAs promote flexibility and creativity in the CBAs promote flexibility and creativity in the classroom while ensuring accountability to the classroom while ensuring accountability to the EALRs.EALRs.

CBAs seek to promote best practices in Social CBAs seek to promote best practices in Social Studies (History Day, Model UN, Project Citizen, Studies (History Day, Model UN, Project Citizen, International Baccalaureate)International Baccalaureate)

CBAs seek to minimize the administrative burden CBAs seek to minimize the administrative burden put on districts and schools.put on districts and schools.

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Which is a better way to assess Which is a better way to assess students’ understanding of students’ understanding of

world history? – world history? – What is essential?What is essential? NAEP Question:NAEP Question:

The opening of diplomatic relations between the United States and The opening of diplomatic relations between the United States and China's communist government occurred during the presidential China's communist government occurred during the presidential administration of A) Harry S Truman B) John F. Kennedy C) Lyndon administration of A) Harry S Truman B) John F. Kennedy C) Lyndon B. Johnson D) Richard M. NixonB. Johnson D) Richard M. Nixon

Classroom-Based Assessment PromptClassroom-Based Assessment Prompt By the end of By the end of 11th grade11th grade, students will identify a conflict and use what , students will identify a conflict and use what

they have learned in social studies to examine the causes and effects of they have learned in social studies to examine the causes and effects of the conflict. In this examination, students will identify:the conflict. In this examination, students will identify:

ParticipantsParticipants Time and place in which conflict occurredTime and place in which conflict occurred Basic causes of the conflictBasic causes of the conflict

The student will use inquiry and information skills, critical The student will use inquiry and information skills, critical thinking skills and group process skills to examine and analyze thinking skills and group process skills to examine and analyze the conflict through the four social studies factors: history, the conflict through the four social studies factors: history, geography, civics, and economics. The student will complete an geography, civics, and economics. The student will complete an essay to argue which factor was the dominant influence in the essay to argue which factor was the dominant influence in the conflict using evidence from each of the four strands to support conflict using evidence from each of the four strands to support her/his position. The final essay will include a timeline and a her/his position. The final essay will include a timeline and a visual display (map, graph, chart, etc.) that help to illustrate the visual display (map, graph, chart, etc.) that help to illustrate the conflict and support the thesis.conflict and support the thesis.

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civics? – civics? – What is essential?What is essential? NAEP Question:NAEP Question:

Two countries both claim that an island in the Pacific Ocean belongs to them. Two countries both claim that an island in the Pacific Ocean belongs to them. The countries are preparing to go to war with each other over this issue. The countries are preparing to go to war with each other over this issue. What is the United Nations able to do to help end the conflict? A) Send What is the United Nations able to do to help end the conflict? A) Send weapons to both sidesB) Disarm the militaries of both countries C) Arrange weapons to both sidesB) Disarm the militaries of both countries C) Arrange for diplomatic negotiations between the two countriesD) Force all other for diplomatic negotiations between the two countriesD) Force all other countries to stop trading with the two countriescountries to stop trading with the two countries

Classroom-Based Assessment PromptClassroom-Based Assessment PromptBy the end of 8th grade students will…By the end of 8th grade students will… Select a controversial national or international issue relating to our democratic Select a controversial national or international issue relating to our democratic

ideals (liberty, justice, equality, life, common good, rule by law, pursuit of ideals (liberty, justice, equality, life, common good, rule by law, pursuit of happiness, diversity, popular sovereignty).happiness, diversity, popular sovereignty).

Identify and gather information on the different viewpoints on the issue.Identify and gather information on the different viewpoints on the issue. Identify the rights and responsibilities of people with different points of view in Identify the rights and responsibilities of people with different points of view in

addressing the issue.addressing the issue. Summarize the various points of view and then civilly critique those viewpoints in Summarize the various points of view and then civilly critique those viewpoints in

a public forum a public forum Describe one way to resolve the issue in a way that balances individual rights Describe one way to resolve the issue in a way that balances individual rights

with the common good.with the common good. Write a personal position paper on the issue and argue that the position is worthy Write a personal position paper on the issue and argue that the position is worthy

of thoughtful consideration using evidence and data from the researchof thoughtful consideration using evidence and data from the research Form your own opinion on the issueForm your own opinion on the issue Present a written persuasive position statement supported with evidence.Present a written persuasive position statement supported with evidence.

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geography? – geography? – What is essential?What is essential? NAEP Question:NAEP Question:

When the warm ocean current El Niño replaces the cooler When the warm ocean current El Niño replaces the cooler Peruvian, or Humboldt, current along the coast of Peru, the Peruvian, or Humboldt, current along the coast of Peru, the supplies of anchovies on which sea birds feed decrease. As a supplies of anchovies on which sea birds feed decrease. As a result, the number of sea birds roosting on the coastal islands result, the number of sea birds roosting on the coastal islands decreases.decreases. 15. In Peru, the developments described have an impact 15. In Peru, the developments described have an impact on A) the money earned from tourists who visit its beaches on A) the money earned from tourists who visit its beaches B) the ability of ships to dock at its ports C) warm weather in B) the ability of ships to dock at its ports C) warm weather in coastal areas D) the export of anchoviescoastal areas D) the export of anchovies

Classroom-Based Assessment Prompt:Classroom-Based Assessment Prompt: By the end of By the end of 11th grade11th grade, the student will independently , the student will independently

investigate the complexities and interdependencies inherent in investigate the complexities and interdependencies inherent in the relationship between human and natural systems. They will the relationship between human and natural systems. They will identify a problem or issue relative to the human impact on the identify a problem or issue relative to the human impact on the environment. They will compare and contrast the responses to environment. They will compare and contrast the responses to the issue/problem of at least two different cultural perspectives. the issue/problem of at least two different cultural perspectives. They will propose a solution and/or predict the future They will propose a solution and/or predict the future development of the situation, consistent with both sets of cultural development of the situation, consistent with both sets of cultural values and institutions, if left unresolved. Students will present values and institutions, if left unresolved. Students will present their findings in an oral or written presentation.their findings in an oral or written presentation.Which assessment is more reliable? Which Which assessment is more reliable? Which

is more valid? Are both measures equally is more valid? Are both measures equally important?important?

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economics? – economics? – What is essential?What is essential? NAEP Question:NAEP Question:

Why are businesses in two different countries most likely to trade with each other?

A. They know that although one business will be hurt from trading, the other will be better

off, and they both hope to be the winner. B. Businesses are unable to sell their products in their own

countries. C. Each business expects to be better off as a result of the trade. D. Their respective governments require them to do so.

Classroom-Based Assessment PromptClassroom-Based Assessment Prompt The student will identify, research, and explain the economic The student will identify, research, and explain the economic

factors that have contributed to a current or historical economic factors that have contributed to a current or historical economic problem, and compare and contrast potential solutions. Students problem, and compare and contrast potential solutions. Students will present a cost/benefit analysis of each potential solution, will present a cost/benefit analysis of each potential solution, identify a realistic solution, and defend that solution in a poster, identify a realistic solution, and defend that solution in a poster, speech, written paper, or some other mode of presentation speech, written paper, or some other mode of presentation appropriate for the complexity of the work.appropriate for the complexity of the work.

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The Tasks

Students will… Students will… Students will… Students will… Students will… Students will… Students will… Students will… Students will…

Middle School

High School

Elementary

Analyze how two regions cooperate and conflict with each other based on spatial patterns

Identify a problem related to the human impact on the environment propose a solution .


Use artifacts to construct a historical interpretation and make new historical insights.

Formulate positions on an issue addressing constitutional issues, court cases, and government policy.

Explain the economic factors of an economic problem, and compare and contrast potential solutions.

Compare and contrast several different economic systems and identify an ideal sy stem.

Explain human settlement patterns related to an issue and evaluate the impact of the environment.

Analyze an event involving checks and balances -evaluating the philosophical implications.

Use artifacts to construct a written historical account.

Formulate their own positions on a public controversial issue addressing constitutional rights, and responsibilities.

Evaluate how checks, balances, and core democratic values are represented in a current or historical, state or federal event.

Explain the causes and effects of a current or historical economic problem.

Compare and contrast the methods two historical or contemporary societies (in Washington State) have used to meet the same economic needs

Select a current or historical culture and describe the interrelationships among the movement of peoples, goods, and the natural environment.

Illustrate how people could develop in an area given to them on a map

Investigate two groups of people living in similar environments and determine the relationship between humans and the environment.


Use artifacts to construct a coherent historical interpretation

Trace the movement of a people and explain the causes and effects of that movement.

Compare and contrast the spatial arrangement of two different cultures.

Determine how the environment influences the development of culture and how humans impact their environment.


Formulate their own positions on a public controversial issue.

Develop a bill and take it through the law making process evaluating the purpose of the bill.

Explain the economic effects of scarcity on individuals and communitiesin Washington.

Demonstrate ways in which people meet economic needs and wants individually and collectively

Spatial Relationships

Human-Environmental

Interactions

Historical Research Project

Historical Interpretation

Public Controversial

Issues

Government and Its Functions

Economic Factors Human Movement:

Culture & the Environment

Economic Systems

Civics Economics Geography History

CBA Scope & Sequence

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Limitations of OSPI’s Limitations of OSPI’s RoleRole

Locally controlled stateLocally controlled state Contemporary World Problems can be interpreted many Contemporary World Problems can be interpreted many

different waysdifferent ways Importance of In-Service TrainingImportance of In-Service Training Need more informationNeed more information

Where are languages being taught?Where are languages being taught? How are schools meeting the EALRs related to the rest of How are schools meeting the EALRs related to the rest of

the world?the world? ResourcesResources

For Professional DevelopmentFor Professional Development What OSPI cannot doWhat OSPI cannot do

Cannot politically advocateCannot politically advocate Cannot implement state curriculum adoptionCannot implement state curriculum adoption

No Child Left Behind: 43% of students are in schools No Child Left Behind: 43% of students are in schools that did not meet Adequate Yearly Progressthat did not meet Adequate Yearly Progress

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Next StepsNext Steps

Classroom-Based Assessment Classroom-Based Assessment Development & ImplementationDevelopment & Implementation

Grade Level ExpectationsGrade Level Expectations Coordination with Groups Creating Coordination with Groups Creating

Instructional MaterialsInstructional Materials Data Collection on International Data Collection on International

Education in Washington State Education in Washington State

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The Importance of Unity The Importance of Unity Among the State’s Social Among the State’s Social

Studies AdvocatesStudies Advocates

International Education

Holocaust Education

Civic Education

Financial Literacy

Geography Education

Environmental Education

CBAs

History Day

?

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The Importance of Unity The Importance of Unity Among the State’s Social Among the State’s Social

Studies AdvocatesStudies Advocates

The ArtsHealth/Fitness

READING

MATHEMATICSSCIENCE

WRITING

Technical Education

HEALTH CARE

THE ECONOMY

CHILD CARE

CORRECTIONSSocial Studies

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Ideas? Answers?Ideas? Answers?

Contact InformationContact Information [email protected]@ospi.wednet.edu (360) 725-6351(360) 725-6351 www.k12.wa.us/curriculuminstruct/Swww.k12.wa.us/curriculuminstruct/S

ocStudiesocStudies Washington State Council for Social Washington State Council for Social

Studies listserv:Studies listserv: www.learningspace.org/socialstudieswww.learningspace.org/socialstudies

Documents

1 Finding the World in Washington State’s Standards & Assessments What the state should and can do to improve international education