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Getting On Board With Common Core

Social Studies curriculum review recently heard

During a recent board of education work session, 6-12 social studies curriculum coordinator Jeannette Balantic presented a comprehensive review of the district’s social studies program. This was the first curriculum review since the district began implementing the new Common Core Learning Standards (CCLS) in 2011-12.

“With CCLS, SLOS (Student Learning Objectives), and APPR (Annual Professional Performance Review) much of the focus in schools has been on 3-8 ELA and math,” Balantic indicated. “The members of the Curriculum Review Committee are true social studies enthusiasts—the review process provided us with a great opportunity to review and reflect on the work we do, gather data, and develop an action plan for the future of social studies in the Garden City School District.”

The CCLS require a  greater emphasis on the developing students’ ability to read, write, and speak more effectively. Over the last few years, the Social Studies Department has placed a strong focus on reading, writing, and research.

There has been national trend toward decreasing the amount of time devoted to social studies at the elementary level because of the time needed to implement the CCLS in English Language Arts (ELA) and mathematics. However, in Garden City, social studies remains a priority for teachers and administrators. At the primary schools, the focus has been on citizenship through the “Second Step” and “Bucket Filler” programs. At the elementary schools, teachers have moved away from the textbook being the only source of information. Students participate in a simulation of a court case through the “We the People” program. Their research and work was showcased in the spring at Garden City’s Village Hall. At the primary and elementary levels, the committee recommended dedicating more time to social studies; creating a scope and sequence for each grade level that is rooted in essential questions and clearly identifies academic vocabulary for each grade level; integrating ELA skills and social studies content; standardizing research in grade 5; improving articulation between grades 5-6.

Balantic shared a general summary of the committee’s recommendations:

“In grades 6-12, we aim to cognitively engage students. We want to equip the students with the skills and habits of mind to be able to grapple with interesting and engaging questions.” Library media specialist and committee member Margaux Calemmo  emphasized, “Our goal in the library is to have a valuable research experience at each grade level; we are constantly revisiting assignments at each grade level. In addition, we run literacy circles (book discussions), most recently reading Unbroken as a post-Advanced Placement experience for students in AP US history.”

Grade 6 teacher Susan Shea summarized the middle school approach: “For the past five years, we’ve primarily focused on rethinking how we teach reading and writing in social studies. We developed writing benchmarks; as a result of the benchmarks we design lessons to strengthen students’ writing. For example, in sixth grade, we noted that students were very descriptive in their writing but needed to develop their analytical writing. As a result, we designed graphic organizers to help students make deeper connections in their writing. In 7th and 8th grade, some teachers use ‘Blackout Poetry’ to encourage students to read documents more closely and ascertain what is at the heart of a particular text. Teachers demonstrate how to highlight certain words in a text that are important, erase everything else, and then use the remaining (highlighted) words to create a poem.”

Student samples were shared at the curriculum presentation. At the middle school level, units of study are continually revised and a committee has been formed to formulate strategies to strengthen students’ academic vocabulary. The middle school will be investing new textbook options in the coming years.

High school teacher Kevin O’Hagan, highlighted that there are seven AP social studies courses offered to students and that 60 percent of the senior takes either AP Macroeconomics or AP Government. Reading independently, having a deep discussion, and public speaking are areas of focus at the high school.

High School Principal Nanine McLaughlin talked about the Special Education Integrated Class support for students in social studies, English, and science. “Global Studies is a difficult class for students, especially kids with special education needs. We support these students – we are hoping to pilot a lunch period support class for teachers to meet with students.” Going forward at the high school, social studies teachers aim to try to increase the amount of common planning time, work with English colleagues to make more interdisciplinary connections, revise the senior research paper, and reexamine the  elective course offerings (a high school survey indicated that  students wanted more), initiate a social science research program, and prioritize textbook needs.

“Thank you,” stated Superintendent of Schools Dr. Robert Feirsen. “This was very impressive. What [the audience] saw tonight is an example of the leadership curriculum coordinators can provide—their backgrounds enable all this stuff to happen—that is beyond what an individual principal can do.”

To view a PowerPoint of the social studies curriculum review, visit the district website: www.gardencity.k12.ny.us, Board of Education, Presentations.

Submitted by Garden City Public Schools