California Task Force on K-12 Civic Learning Curriculum and Instructional Practices Resources Bill...
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California Task Force on K-12 Civic Learning Curriculum and Instructional Practices Resources Bill Honig Chair, Instructional Quality Commission and Michelle
California Task Force on K-12 Civic Learning Curriculum and
Instructional Practices Resources Bill Honig Chair, Instructional
Quality Commission and Michelle Herczog History-Social Science
Consultant, Los Angeles County Office of Education July 2,
2013
Slide 2
Our charge Curriculum and Instructional Practices: Review the
status of civic education and make recommendations to improve
instruction and civic learning opportunities for all students; The
College, Career, and Civic Life (C3) Framework for Social Studies
State Standards and Guardian of Democracy: The Civic Mission of
Schools report will be two documents among a number that will guide
the task forces work. Explore and recommend opportunities for
students to apply civic learning in real world settings to
strengthen and practice civic competencies. Resources: Identify
existing resources and recommend the development and dissemination
of additional resources. These resources should assist schools
strengthen civic learning opportunities that are academically
rigorous, relevant, and engaging to students.
Slide 3
Scientific advances have been critical to the extraordinary
achievements of the past century, and we must continue to invest in
basic and applied research in the biological and physical sciences.
But we also must invest more time, energy, and resources in
research and education in the humanities and social sciences. We
must recognize that all disciplines are essential for the
inventiveness, competitiveness, security, and personal fulfillment
of the American public. http://www.humanitiescommission.org/
Slide 4
Support full literacy as the foundation for all learning. The
nation depends on a fully literate populaceon citizens whose
reading, writing, speaking, and analytical skills improve over a
lifetime. These are among the principal skills that the humanities
and social sciences teach, and they must be nurtured at every level
of education. Invest in the preparation of citizens. Democratic
decision-making is based on a shared knowledge of history, civics,
and social studies. A thorough grounding in these subjects allows
citizens to participate meaningfully in the democratic processas
voters, informed consumers, and productive workers. Increase access
to online resources, including teaching materials. Foundations,
private donors, libraries, and museums should partner with federal,
state, and local education leadersas well as with individual
scholarsto help ensure that quality materials reach all students,
especially those in economically disadvantaged k-12 schools. Goal 1
Educate Americans in the knowledge, skills, and understanding they
will need to thrive in a twenty-first- century democracy. The
humanities and social sciences provide an intellectual framework
and context for understanding and thriving in a changing world.
When we study these subjects, we learn not only what but how and
why.
Slide 5
Increase investment in research and discovery Create cohesive
curricula to ensure basic competencies Strengthen support for
teachers Encourage all disciplines to address Grand Challenges
Communicate the importance of research to the public Goal 2 Foster
a society that is innovative, competitive, and strong The ability
to adapt and thrive in a changing world is based not only on
instruction for specific jobs of today but also on the development
of professional flexibility and long term qualities of mind:
inquisitiveness, perceptiveness, the ability to put a received idea
to a new purpose, and the capacity to share and build ideas with
others.
Slide 6
Promote language learning Expand education in international
affairs and transnational studies Support study abroad and
international exchange programs Develop a Culture Corps Goal 3
Equip the nation for leadership in an interconnected world. The
humanities and social sciences teach us about ourselves and others.
They enable us to participate in a global economy that requires
understanding of diverse cultures and sensitivity to different
perspectives. And they make it possible for people around the world
to work together to address issues such as environmental
sustainability and global health challenges.
Slide 7
Guardian of Democracy The Civic Mission of Schools Students who
receive effective civic learning are: More likely to vote and
discuss politics at home Four times more likely to volunteer and
work on community issues More confident in their ability to speak
publicly and communicate with their elected representatives.
Benefits of civic learning: 81% of high school dropouts said they
would have been less likely to do so if there were more
opportunities for experiential learning. Students who receive both
traditional and interactive civics score highest on assessments and
demonstrate high levels of 21 st century skills like critical
thinking, understanding news, and work ethic. Schools with civic
learning programs are more likely to be safe, inclusive, and
respectful. www.civicmissionofschools.org
Slide 8
Guardian of Democracy The Civic Mission of Schools
www.civicmissionofschools.org The Six Proven Practices in Civic
Learning
Slide 9
Six Proven Practices in Civic Learning #1 Classroom instruction
in government, history, law, and democracy. Source: California
Dept. of Education
Slide 10
Six Proven Practices in Civic Learning #2 Discussion of current
issues. Source: Newsweek Magazine, www.newsweek.com
Slide 11
Six Proven Practices in Civic Learning #3 Service-learning
linked to formal curriculum and classroom instruction Source:
National Youth Leadership Council, www.nylc.org
Slide 12
Six Proven Practices in Civic Learning #4 Extracurricular
activities Library of Congress, Prints & Photographs Division,
FSA- OWI Collection, [reproduction number, e.g., LC-USF35-
1326]
Slide 13
Six Proven Practices in Civic Learning #5 Student voice in
school governance Source: Cesar E. Chavez Foundation
Slide 14
Six Proven Practices in Civic Learning #6 Student simulations
of democratic processes and procedures Source: Chicago Daily News
negatives collection, DN-0003451. Courtesy of the Chicago
Historical Society.
Slide 15
College, Career and Civic Life (C3): Framework for Social
Studies State Standards Guidance for states to use in enhancing
their standards for rigor in civics, economics, geography and
history in K-12 schools
Slide 16
Background C3 Framework is a state led effort facilitated by
the Council of Chief State School Officers (CCSSO) to develop a
resource for states to use when upgrading their state social
studies standards. Targeted Review conducted April 2013.
Publication of document and implementation phase will be led by
National Council for the Social Studies beginning August 2013.
Slide 17
SSACISocial Studies Assessment, Curriculum and Instruction
Arizona Arkansas Colorado District of Columbia Georgia Hawaii Iowa
Illinois Indiana Kansas Kentucky Maine Maryland Michigan Missouri
Montana Nebraska North Carolina Ohio Utah Washington Wisconsin
Wyoming Los Angeles County Office of Education Univ. of
Delaware
Slide 18
Task Force Susan Griffin and Kathy Swan, co-chairs American
Association of Geographers American Bar Association American
Historical Association Center for Civic Education Campaign for the
Civic Mission of Schools Constitutional Rights Foundation/USA
Constitutional Rights Foundation/Chicago Council for Economic
Education National Council for Geographic Education National
Council for History Education National Council for the Social
Studies National Geographic Society National History Day Street
Law, Inc. World History Association
Slide 19
C3 Standards Framework: Shared Principles Social studies
prepares the nations young people for college, careers, and civic
life. Inquiry is at the heart of social studies. The disciplines of
civics, economics, geography, and history form the core of social
studies. Social studies involves interdisciplinary applications and
welcomes integration of the arts and humanities. Social studies is
composed of deep and enduring understandings, concepts, and skills
from the disciplines. Social studies emphasizes skills and
practices as preparation for democratic decision-making. Fewer,
higher, clearer. Direct and explicit connections to Common Core
ELA.
Slide 20
Dimensions and Inquiry Arc of the C3 Framework Dimension 1:
Developing Questions and Planning Inquiries Dimension 2: Applying
Disciplinary Tools and Concepts (Civics, Economics, Geography, and
History) Dimension 3: Evaluating Sources and Using Evidence
Dimension 4: Communicating Conclusions and Taking Informed
Action
Slide 21
Slide 22
Civic Engagement Active and responsible citizens are able to
identify and analyze public problems, deliberate with other people
about how to define and address issues, take constructive action
together, reflect on their actions, create and sustain groups, and
influence institutions both large and small. They vote, serve on
juries when called, follow the news and current events, and
participate in voluntary groups and efforts. Teaching students to
be able to act in these waysas citizenssignificantly enhances
preparation for college and career.
Slide 23
C3 Connections to Common Core ELA Literacies derived from the
Common Core State Standards in English language arts/literacy form
an essential thread required by the actual demands of college,
work, and civic life.
Slide 24
http://www.civicmissionofschools.org/ Resources to Support
Civic Learning
Slide 25
http://cms-ca.org/ Resources to Support Civic Learning
Slide 26
http://cms-ca.org/resource.htm Resources to Support Civic
Learning