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NYS SS Framework 9-12: A Comprehensive Guide for Educators and Students
Navigating the New York State Social Studies Framework for grades 9-12 can feel overwhelming. This comprehensive guide breaks down the key components, offering clarity and actionable insights for educators and students alike. We'll delve into the framework's core themes, learning standards, and best practices for successful implementation. Whether you're a seasoned teacher looking to refine your curriculum or a student aiming to understand the expectations, this post provides the information you need to excel within the NYS SS Framework 9-12.
Understanding the NYS SS Framework 9-12: Core Themes and Organization
The NYS Social Studies Framework 9-12 is designed to foster critical thinking, historical analysis, and civic engagement. It moves beyond rote memorization, encouraging students to develop a deep understanding of historical processes and their contemporary relevance. The framework is structured around several key themes, each contributing to a holistic understanding of social studies:
H2: Key Themes of the NYS SS Framework 9-12
Theme 1: Global History and Geography: This theme explores the interconnectedness of the world, examining major historical events and their global impact. Students analyze diverse cultures, geographic factors influencing societal development, and the complexities of international relations. This includes exploring the impact of globalization and its challenges.
Theme 2: United States History and Government: This section delves into the history of the United States, from its origins to the present day. It emphasizes the development of American identity, political institutions, and the ongoing struggle for equality and justice. Students will analyze critical periods and movements, including the Civil Rights Movement and the ongoing debates over civil liberties.
Theme 3: Civics, Citizenship, and Government: This theme focuses on the principles of American democracy, the role of citizens in a democratic society, and the functions of government. Students learn about the structure of government at local, state, and national levels, and the importance of civic participation. Critical analysis of current events and political processes is a crucial component.
Theme 4: Economics: This theme explores the principles of economics, focusing on both micro and macroeconomics. Students analyze economic systems, market forces, and the impact of economic policies. Understanding supply and demand, globalization's impact on economies, and the role of government in economic regulation are key aspects.
H2: Navigating the Learning Standards
The framework outlines specific learning standards within each theme. These standards detail the knowledge and skills students should acquire by the end of each grade level (9-12). They are not merely a list of facts to memorize; rather, they serve as benchmarks for demonstrating a deeper understanding of the subject matter.
#### H3: Understanding the Depth of Knowledge (DOK) Levels
The NYS SS Framework 9-12 utilizes the Depth of Knowledge (DOK) framework. This system categorizes learning standards based on the complexity of the cognitive processes involved. Understanding DOK levels is crucial for educators in developing assessments and instructional activities that align with the framework's expectations. DOK levels range from basic recall (DOK 1) to complex analysis and synthesis (DOK 4).
#### H3: Using the Standards to Develop Effective Curriculum
Educators should use the learning standards as a blueprint for designing engaging and rigorous curriculum. This involves selecting appropriate instructional materials, creating relevant assessments, and fostering a classroom environment that encourages critical thinking and collaboration. The framework emphasizes the use of primary and secondary sources, encouraging students to analyze historical evidence and formulate their own conclusions.
Best Practices for Implementing the NYS SS Framework 9-12
Successful implementation of the NYS SS Framework 9-12 requires a multifaceted approach. Here are some key strategies for educators:
Incorporate Primary Sources: Utilize primary sources like historical documents, photographs, and artifacts to engage students in active learning and historical inquiry.
Promote Inquiry-Based Learning: Encourage students to ask questions, investigate topics independently, and develop their own interpretations of historical events.
Utilize Technology Effectively: Integrate technology into lessons to enhance engagement, access diverse perspectives, and facilitate collaboration.
Focus on Critical Thinking Skills: Emphasize analytical skills, such as interpreting data, evaluating sources, and constructing well-supported arguments.
Encourage Collaboration and Discussion: Create classroom environments that foster respectful debate, collaboration, and the exchange of diverse viewpoints.
Conclusion
The NYS SS Framework 9-12 provides a robust structure for teaching social studies in a way that fosters critical thinking, historical understanding, and civic engagement. By understanding the key themes, learning standards, and best practices outlined in this guide, educators can create effective and engaging learning experiences for their students. Mastering the framework empowers students not only to succeed academically but also to become informed and engaged citizens.
FAQs
1. Where can I find the complete NYS SS Framework 9-12 document? The complete document is available on the New York State Education Department website.
2. Are there specific resources available to help teachers implement the framework? Yes, the NYSED website often provides professional development opportunities and supplementary materials for educators.
3. How are the standards assessed? Assessments can vary, but they often involve a combination of formative and summative assessments, including essays, projects, and standardized tests.
4. How does the framework address diverse perspectives and inclusivity? The framework explicitly encourages the inclusion of diverse voices and perspectives throughout the curriculum, promoting a more comprehensive and nuanced understanding of history.
5. Can I adapt the framework to fit my specific classroom needs? While the framework provides a strong foundation, teachers have some flexibility in adapting the curriculum to suit their students' specific needs and learning styles while adhering to the core learning standards.
| nys ss framework 9 12: A Framework for K-12 Science Education National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on a Conceptual Framework for New K-12 Science Education Standards, 2012-02-28 Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. |
| nys ss framework 9 12: National Standards for History National Center for History in the Schools (U.S.), Charlotte Antoinette Crabtree, Gary B. Nash, 1996 This sourcebook contains more than twelve hundred easy-to-follow and implement classroom activities created and tested by veteran teachers from all over the country. The activities are arranged by grade level and are keyed to the revised National History Standards, so they can easily be matched to comparable state history standards. This volume offers teachers a treasury of ideas for bringing history alive in grades 5?12, carrying students far beyond their textbooks on active-learning voyages into the past while still meeting required learning content. It also incorporates the History Thinking Skills from the revised National History Standards as well as annotated lists of general and era-specific resources that will help teachers enrich their classes with CD-ROMs, audio-visual material, primary sources, art and music, and various print materials. Grades 5?12 |
| nys ss framework 9 12: Teaching Recent Global History Diana B. Turk, Laura J. Dull, Robert Cohen, Michael R. Stoll, 2014-03-05 Teaching Recent Global History explores innovative ways to teach world history, beginning with the early 20th century. The authors’ unique approach unites historians, social studies teachers, and educational curriculum specialists to offer historically rich, pedagogically innovative, and academically rigorous lessons that help students connect with and deeply understand key events and trends in recent global history. Highlighting the best scholarship for each major continent, the text explores the ways that this scholarship can be adapted by teachers in the classroom in order to engage and inspire students. Each of the eight main chapters highlights a particularly important event or theme, which is then complemented by a detailed discussion of a particular methodological approach. Key features include: • An overarching narrative that helps readers address historical arguments; • Relevant primary documents or artifacts, plus a discussion of a particular historical method well-suited to teaching about them; • Lesson plans suitable for both middle and secondary level classrooms; • Document-based questions and short bibliographies for further research on the topic. This invaluable book is ideal for any aspiring or current teacher who wants to think critically about how to teach world history and make historical discussions come alive for students. |
| nys ss framework 9 12: Insurgent Social Studies Natasha Hakimali Merchant, Sarah B. Shear, Wayne Au, 2022-06-23 A 2023 SPE Outstanding Book Award Winner Social studies education over its hundred-year history has often focused on predominantly white and male narratives. This has not only been detrimental to the increasingly diverse population of the U.S., but it has also meant that social studies as a field of scholarship has systematically excluded and marginalized the voices, teaching, and research of women, scholars of color, queer scholars, and scholars whose politics challenge the dominant traditions of history, geography, economics, and civics education. Insurgent Social Studies intervenes in the field of social studies education by highlighting those whose work has often been deemed “too radical.” Insurgent Social Studies is essential reading to all researchers and practitioners in social studies, and is perfect as an adopted text in the social studies curriculum at Colleges of Education. Perfect for courses such as: Foundations of Education │ Social Studies Methods │ Multicultural Education │ Critical Studies of Education │ Culturally Relevant Pedagogy │ Social Education |
| nys ss framework 9 12: Teaching Social Studies to Multilingual Learners in High School Mark Newman, Xiaoning Chen, 2021-11-15 Teaching Social Studies to Multilingual Learners in High School: Connecting Inquiry and Visual Literacy to Promote Progressive Learning explores effective strategies for teaching social studies to diverse learners. The centerpiece is a visual literacy framework that integrates inquiry, primary source analysis, and visual literacy to provide a progressive learning sequence to meet the varied needs of learners. The visual literacy framework brings together related aspects of progressive, sequential learning into a cohesive whole. It has an adaptable structure that allows teachers to customize learning activities to meet individual student needs. The progressive learning sequence has varied modes of learning that help teachers move students from basic to proficient to advanced levels of support. The book is organized into two related parts. The first three chapters provide important content and context on social studies, multilingual learner education, and the visual literacy framework. The remaining chapters discuss civics, U.S. history, world history, geography, and economics and social sciences. Each chapter defines the subject area, briefly traces its development as a high school subject over time, and then offers classroom exercises for using the visual literacy framework in these disciplines. The exercises are plotted so that differing levels of the visual literacy framework are explored throughout the book. |
| nys ss framework 9 12: The Educator's Handbook for Teaching With Primary Sources Scott M. Waring, 2023 Educators across subject areas are striving to integrate primary sources into their pedagogy and teaching. Yet, despite their importance to authentic disciplined inquiry, the implementation of primary source activities in the pre-K–12 classroom has been limited. This lack of utilization can largely be attributed to the perception that these activities are too complex to design, implement, and grade. Many teachers also feel that primary source analysis and the construction of evidence-based narratives is too difficult for students to complete in the traditional classroom. Waring argues that this is not the case and, with this handbook, provides teacher candidates and inservice teachers with detailed and specific perspectives, activities, approaches, and resources to help them effectively and authentically use primary sources in their classrooms. Book Features: Introduces teaching with primary sources, including detailed examples of authentic and tested instructional ideas and approaches.Designed to meet the needs of classroom teachers and teacher candidates in social studies, English and language arts, mathematics, science, and other fields.Offers dozens of primary sources and links to resources throughout the book.Aligns to national standards, frameworks, and the C3 framework for social studies.Can be used to meet the needs of emerging English learners and students with special needs.Focuses on ways in which educators are utilizing a variety of emerging technologies to engage students in deeper and more authentic ways of learning. Contributors include Peter DeCraene, Lisa Fink, Eric J. Pyle, Stefanie R. Wager, Sarah Westbrook, and Trena L. Wilkerson. |
| nys ss framework 9 12: Changing the Grade Jonathan Cornue, 2018-01-18 Many educators agree that the 100-point grading model is not always a reliable way to evaluate student learning. But is there another way to more accurately and equitably grade students and provide high-quality information to parents while fostering student learning? If so, why haven’t school districts across the country changed their practices? In Changing the Grade, author and educator Jonathan Cornue presents a detailed model for developing a more reliable, standards-based grading system—including 30 steps to guide you through the process. In addition to identifying and addressing the barriers to change—such as concerns about how colleges and employers will interpret an alternative grading model—Cornue offers a concrete structure for changing the grading system, providing guidance on: • Thinking in a new way about why grades are given and the purpose of a report card grade; • Identifying what needs to be changed and what actions must be taken to facilitate the change; • Building a team of stakeholders—including teachers, principals, and guidance counselors—to lead the change process; • Developing the new standards-based grading structure; • Designing standards-based assignments and assessments that align with a new grading structure; • Avoiding grade inflation; and • Getting buy-in from teachers and other staff members, principals, administrators, the board of education, and the community by demonstrating that the change process is intentional, research-based, student-focused, and permanent. The book also includes helpful samples of standards-based gradebooks, homework assignments, rubrics, and report cards. If you are interested in making a systemic and systematic shift to a high-quality grading structure that is far less subjective than many commonly found in schools, consider Changing the Grade. |
| nys ss framework 9 12: Making Curriculum Matter Angela Di Michele Lalor, 2021-07-21 Angela Lalor examines five key priorities of a curriculum that matters and how they fit into curriculum and instruction to produce cohesive, meaningful learning. |
| nys ss framework 9 12: Anti-Bias Education for Young Children and Ourselves Louise Derman-Sparks, Julie Olsen Edwards, 2020-04-07 Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers. |
| nys ss framework 9 12: Burnt by Democracy Jacqueline Kennelly, 2023-11-30 Burnt by Democracy traces the political ascendance of neoliberalism and its effects on youth. The book explores democracy and citizenship as described in interviews with over forty young people – ages 16 to 30 – who have either experienced homelessness or identify as an activist, living in five liberal democracies: Canada, Australia, New Zealand, the United States, and the United Kingdom. Highlighting significant cuts to social and affordable housing, astronomical increases in the costs of higher education, and the transformation and erosion of state benefits systems, Jacqueline Kennelly argues that democracy’s decline is not occurring because young people are apathetic, or focused on informal politics, or unaware of their civic duties. Rather, it is because of collective misunderstanding about how democracy is actually structured, how individuals learn to participate, and how growing wealth inequality has undermined the capacity of those at the bottom to meaningfully advocate for changes that might improve their conditions. Against a vivid and often heart-breaking backdrop of stories from young people struggling to survive and thrive under conditions of ever-expanding state retrenchment and inequality, Burnt by Democracy makes a timely and impassioned plea for protecting and strengthening democracy by truly levelling the playing field for all. |
| nys ss framework 9 12: Supporting Civics Education with Student Activism Pablo A. Muriel, Alan J. Singer, 2020-10-01 This book empowers teachers to support student activists. The authors examine arguments for promoting student activism, explore state and national curriculum standards, suggest activist projects, and report examples of student individual and group activism. By offering suggestions for engaging students as activists across the K-12 curriculum and by including the stories of student activists who became lifetime activists, the book demonstrates how activism can serve to bolster democracy and be a component of rich, experiential learning. Including interviews with student and teacher activists, this volume highlights issues such as racial and immigrant justice, anti-gun violence, and climate change. |
| nys ss framework 9 12: Paranoid Pedagogies Jennifer A. Sandlin, Jason J. Wallin, 2017-10-27 This edited book explores the under-analyzed significance and function of paranoia as a psychological habitus of the contemporary educational and social moment. The editors and contributors argue that the desire for epistemological truth beyond uncertainty characteristic of paranoia continues to profoundly shape the aesthetic texture and imaginaries of educational thought and practice. Attending to the psychoanalytic, post-psychoanalytic, and critical significance of paranoia as a mode of engaging with the world, this book further inquires into the ways in which paranoia functions to shape the social order and the material desire of subjects operating within it. Furthermore, the book aims to understand how the paranoiac imaginary endemic to contemporary educational thought manifests itself throughout the social field and what issues it makes manifest for teachers, teacher educators, and academics working toward social transformation. |
| nys ss framework 9 12: Reading, Thinking, and Writing About History Chauncey Monte-Sano, Susan De La Paz, Mark Felton, 2014 Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. “The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.” —From the Foreword by Sam Wineburg, co-author of Reading Like a Historian “Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.” —Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan “The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.” —Michelle M. Herczog, president, National Council for the Social Studies |
| nys ss framework 9 12: Strategic Journeys for Building Logical Reasoning, 9-12 Tammy Jones, Leslie Texas, 2016-07-07 Help your students develop logical reasoning and critical thinking skills. This new book from bestselling authors and popular consultants Tammy Jones and Leslie Texas offers authentic logic-building activities and writing strategies that can be used across all subject areas in grades 9-12. Filled with hands-on activities and photocopiable tools, Strategic Journeys will help you guide your students into deeper thinking to go beyond the surface of content to true understanding. Topics include: Identifying opportunities for students to engage in meaningful and relevant writing across the content areas; Introducing a logical reasoning process, questioning structure, and bridging models to allow students to delve deeper into problems; Incorporating literature to increase student engagement and make content come alive for your students; Building vocabulary and literacy skills through fun activities aimed at increasing proficiency; Using the Three Phases of Logical Reasoning to plan lessons effectively, help students reflect on their progress, and implement the strategies successfully. The strategies in this book have been implemented in hundreds of classrooms around the country, and have been proven to increase student engagement, promote higher-order thinking and in-depth reasoning, and improve overall achievement. |
| nys ss framework 9 12: Teaching and Learning Through the Holocaust Anthony Pellegrino, Jeffrey Parker, 2022-12-16 This book serves as a critical resource for educators across various roles and contexts who are interested in Holocaust education that is both historically sound and practically relevant. As a collection, it pulls together a diverse group of scholars to share their research and experiences. The volume endeavors to address topics including the nature and purpose of Holocaust education, how our understanding of the Holocaust has changed, and resources we can use with learners. These themes are consistent across the chapters, making for a comprehensive exploration of learning through the Holocaust today and in the future. |
| nys ss framework 9 12: A Pedagogical Design for Human Flourishing Cynthia McCallister, 2022-03-28 -A product of three decades of action research during which the author worked with teachers and school leaders in more than 30 high-poverty, low-performing NYC schools to transform them into high-performance learning organizations. -Provides conceptual explanations, instructional procedures, resources, and assessments that learners, teachers and school leaders can use to organize classrooms in ways that re-distribute responsibility from teachers to learners. -Readers are given what they need to develop and manage effective learning, teaching and assessment practices in culturally, linguistically, racially and economically diverse classrooms. |
| nys ss framework 9 12: Authentic Project-Based Learning in Grades 9–12 Dayna Laur, 2019-08-21 Authentic Project-Based Learning in Grades 9–12 provides a clear guide to design, develop, and implement real-world challenges for any high school subject. The author lays out five clear, standards-based stages of assessment to help you and your learners process the what, how, and why of authentic project-based experiences. You’ll learn how to create projects that: Align with your content standards Integrate technology effectively Support reading and writing development Utilize formative assessment Allow for multiple complex pathways to emerge Facilitate the development of essential skills beyond school Each chapter includes a variety of practical examples to assist with scaffolding and implementation. The templates and tools in the appendix are also provided on our website as free eResources for ease of use. |
| nys ss framework 9 12: National Curriculum Standards for Social Studies National Council for the Social Studies, 2010 The National Curriculum Standards were developed by a Task Force of National Council for the Social Studies, and approved by the NCSS Board of Directors in March 2010. These national standards are a revision of the national standards published by NCSS in 1994 under the title Expectations of Excellence: Curriculum Standards for Social Studies. |
| nys ss framework 9 12: Handbook of Research on Social Inequality and Education Wisdom, Sherrie, Leavitt, Lynda, Bice, Cynthia, 2019-06-28 In comparing one public school to another, discussions frequently include talk concerning the socioeconomics of a school or district, which then leads to talk about the advantages that one socioeconomic setting has over another. Educators tend to agree that low academic achievement frequently associated with a low socioeconomic status is a characteristic difficult to resolve for a population of school children. The Handbook of Research on Social Inequality and Education is a critical reference source that provides insights into social influences on school and educational settings. Featuring an array of topics including online learning, social mobility, and teacher preparation, this book is excellent for educational leaders, educational researchers, teachers, academicians, administrators, instructional designers, and teacher preparation programs. |
| nys ss framework 9 12: STEM Road Map Carla C. Johnson, Erin E. Peters-Burton, Tamara J. Moore, 2015-07-03 STEM Road Map: A Framework for Integrated STEM Education is the first resource to offer an integrated STEM curricula encompassing the entire K-12 spectrum, with complete grade-level learning based on a spiraled approach to building conceptual understanding. A team of over thirty STEM education professionals from across the U.S. collaborated on the important work of mapping out the Common Core standards in mathematics and English/language arts, the Next Generation Science Standards performance expectations, and the Framework for 21st Century Learning into a coordinated, integrated, STEM education curriculum map. The book is structured in three main parts—Conceptualizing STEM, STEM Curriculum Maps, and Building Capacity for STEM—designed to build common understandings of integrated STEM, provide rich curriculum maps for implementing integrated STEM at the classroom level, and supports to enable systemic transformation to an integrated STEM approach. The STEM Road Map places the power into educators’ hands to implement integrated STEM learning within their classrooms without the need for extensive resources, making it a reality for all students. |
| nys ss framework 9 12: Teaching History with Museums Alan S. Marcus, Jeremy D. Stoddard, Walter W. Woodward, 2012-04-23 Teaching History with Museums provides an introduction and overview of the rich pedagogical power of museums. In this comprehensive textbook, the authors show how museums offer a sophisticated understanding of the past and develop habits of mind in ways that are not easily duplicated in the classroom. Using engaging cases to illustrate accomplished history teaching through museum visits, this text provides pre- and in-service teachers, teacher educators, and museum educators with ideas for successful visits to artifact and display-based museums, historic forts, living history museums, memorials, monuments, and other heritage sites. Each case is constructed to be adapted and tailored in ways that will be applicable to any classroom and encourage students to think deeply about museums as historical accounts and interpretations to be examined, questioned, and discussed. |
| nys ss framework 9 12: Hollywood or History Scott L. Roberts, Charles J. Elfer, 2018-07-01 Teaching and learning through Hollywood, or commercial, film productions is anything but a new approach and has been something of a mainstay in the classroom for nearly a century. Purposeful and effective instruction through film, however, is not problem-free and there are many challenges that accompany classroom applications of Hollywood motion pictures. In response to the problems and possibilities associated with teaching through film, we have collaboratively developed a collection of practical, classroom-ready lesson ideas that might bridge gaps between theory and practice and assist teachers endeavoring to make effective use of film in their classrooms. We believe that film can serve as a powerful tool in the social studies classroom and, where appropriately utilized, foster critical thinking and civic mindedness. The College, Career, and Civic Life (C3) framework, represents a renewed and formalized emphasis on the perennial social studies goals of deep thinking, reading and writing. We believe that as teachers endeavor to digest and implement the platform in schools and classrooms across the country, the desire for access to structured strategies that lead to more active and rigorous investigation in the social studies classroom will grow increasingly acute. Our hope is that this edited book might play a small role in the larger project of supporting practitioners, specifically K-12 teachers of United States history, by offering a collection of classroom-ready tools based on the Hollywood or History? strategy and designed to foster historical inquiry through the careful use of historically themed motion pictures. The book consists of K-5 and 6-12 lesson plans addressing the following historical eras (Adapted from: UCLA, National Center for History in Schools). |
| nys ss framework 9 12: Wiki Works Robert Maloy, Allison Malinowski, 2017-11-01 Wiki Works in the History and Humanities Classroom shows how teachers and students—working together as learning partners—can use interactive wiki technologies to transform the teaching of history and humanities topics through web-based research and inquiry-based learning. In its e-text and print editions, the book presents teaching strategies and technology integration examples from resourcesforhistoryteachers and other open educational content wikis. Written for K-12 history/social studies and humanities teachers, college and university-level teacher educators, and college students who are preparing to become classroom teachers in middle and high schools, there are separate chapters focus on using teacher and student-made wikis to address curriculum standards, teach web research and digital literacy, explore dramatic historical events, develop historical biographies, connect influential literature, discuss special topics, and build flipped learning instructional lessons. |
| nys ss framework 9 12: National Standards & Grade-Level Outcomes for K-12 Physical Education SHAPE America - Society of Health and Physical Educators, 2014-03-13 Focused on physical literacy and measurable outcomes, empowering physical educators to help students meet the Common Core standards, and coming from a recently renamed but longstanding organization intent on shaping a standard of excellence in physical education, National Standards & Grade-Level Outcomes for K-12 Physical Education is all that and much more. Created by SHAPE America — Society of Health and Physical Educators (formerly AAHPERD) — this text unveils the new National Standards for K-12 Physical Education. The standards and text have been retooled to support students’ holistic development. This is the third iteration of the National Standards for K-12 Physical Education, and this latest version features two prominent changes: •The term physical literacy underpins the standards. It encompasses the three domains of physical education (psychomotor, cognitive, and affective) and considers not only physical competence and knowledge but also attitudes, motivation, and the social and psychological skills needed for participation. • Grade-level outcomes support the national physical education standards. These measurable outcomes are organized by level (elementary, middle, and high school) and by standard. They provide a bridge between the new standards and K-12 physical education curriculum development and make it easy for teachers to assess and track student progress across grades, resulting in physically literate students. In developing the grade-level outcomes, the authors focus on motor skill competency, student engagement and intrinsic motivation, instructional climate, gender differences, lifetime activity approach, and physical activity. All outcomes are written to align with the standards and with the intent of fostering lifelong physical activity. National Standards & Grade-Level Outcomes for K-12 Physical Education presents the standards and outcomes in ways that will help preservice teachers and current practitioners plan curricula, units, lessons, and tasks. The text also • empowers physical educators to help students meet the Common Core standards; • allows teachers to see the new standards and the scope and sequence for outcomes for all grade levels at a glance in a colorful, easy-to-read format; and • provides administrators, parents, and policy makers with a framework for understanding what students should know and be able to do as a result of their physical education instruction. The result is a text that teachers can confidently use in creating and enhancing high-quality programs that prepare students to be physically literate and active their whole lives. |
| nys ss framework 9 12: Teaching Difficult Histories in Difficult Times Lauren McArthur Harris, Maia Sheppard, Sara A. Levy, 2022 Despite limitations and challenges, teaching about difficult histories is an essential aspect of social studies courses and units across grade levels. This practical resource highlights stories of K–12 practitioners who have critically examined and reflected on their experiences with planning and teaching histories identified as difficult. Featuring the voices of teacher educators, classroom teachers, and museum educators, these stories provide readers with rare examples of how to plan for, teach, and reflect on difficult histories. The book is divided into four main sections: Centering Difficult History Content, Centering Teacher and Student Identities, Centering Local and Contemporary Contexts, and Centering Teacher Decision-making. Key topics include teaching about genocide, slavery, immigration, war, racial violence, and terrorism. This dynamic book highlights the practitioner’s perspective to reveal how teachers can and do think critically about their motivations and the methods they use to engage students in rigorous, complex, and appropriate studies of the past. Book Features: Expanded notions of what difficult histories can be and how they can be approached pedagogically.Thoughtful pictures of practice of some of the most complex histories to teach. Stories of K–12 teachers and museum educators with the research of leading scholars in social studies education. Examples from a wide range of educational contexts in the United States and other countries. Resources useful to teachers and teacher educators. Contributors include LaGarrett J. King, Cinthia Salinas, Stephanie van Hover, Amanda Vickery, Sohyun An, H. James (Jim) Garrett, Christopher C. Martell, and Jennifer Hauver. |
| nys ss framework 9 12: Model Rules of Professional Conduct American Bar Association. House of Delegates, Center for Professional Responsibility (American Bar Association), 2007 The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts. |
| nys ss framework 9 12: School, Family, and Community Partnerships Joyce L. Epstein, Mavis G. Sanders, Steven B. Sheldon, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, Frances L. Van Voorhis, Cecelia S. Martin, Brenda G. Thomas, Marsha D. Greenfeld, Darcy J. Hutchins, Kenyatta J. Williams, 2018-07-19 Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement. |
| nys ss framework 9 12: Ensuring High-Quality Curriculum Angela Di Michele Lalor, 2016-11-10 We know that curriculum is the core of the classroom experience, but what makes a quality curriculum? How can educators be sure that what they teach is strongly aligned to the specific standards that their district or school has adopted? What kinds of lessons, learning experiences, and assessments are most effective, and how should they be embedded within the curriculum? You'll find the answers to these and many other questions in this definitive, step-by-step guide to curriculum design and evaluation. Drawing from her work with teachers and administrators to facilitate curriculum development, Angela Di Michele Lalor offers targeted advice and real-life examples from elementary and secondary units of study across a variety of content areas and standards, as well as field-tested rubrics, protocols, and other tools. She provides criteria for evaluating each component of a curriculum and end-of-chapter checklists to help you ensure that the criteria are met. Relevant to anyone who is creating or revising curriculum, or evaluating options among published alternatives, Ensuring High-Quality Curriculum is a comprehensive and accessible roadmap to developing a solid foundation for teaching and learning--and better results in the classroom. |
| nys ss framework 9 12: The Wiley Handbook of Social Studies Research Meghan McGlinn Manfra, Cheryl Mason Bolick, 2017-04-10 The Wiley Handbook of Social Studies Research is a wide-ranging resource on the current state of social studies education. This timely work not only reflects on the many recent developments in the field, but also explores emerging trends. This is the first major reference work on social studies education and research in a decade An in-depth look at the current state of social studies education and emerging trends Three sections cover: foundations of social studies research, theoretical and methodological frameworks guiding social studies research, and current trends and research related to teaching and learning social studies A state-of-the-art guide for both graduate students and established researchers Guided by an advisory board of well-respected scholars in social studies education research |
| nys ss framework 9 12: History-social Science Framework for California Public Schools , 2005 |
| nys ss framework 9 12: Hollywood or History? Sarah J. Kaka, 2022-01-01 The rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History stems from two main things. First and foremost is the fact that the reviews of the first two volumes in the Hollywood or History? series have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioners. Classroom utility and teacher practice have continued to be the primary objectives in developing the Hollywood or History? strategy. The second thing is that this most recent volume in the series takes it in a new direction--rather than focusing on eras in history, it focuses on the themes of inequity and inequality throughout history, and how teachers can utilize the Hollywood or History? strategy to tackle some of the more complicated content throughout history that many teachers tend to shy away from. There is a firm belief that students’ connection to film, along with teachers’ ability to use film in an effective manner, will help alleviate some of the challenges of teaching challenging topics such as inequity and inequality in terms of gender, race, socioeconomic status, and so much more. The book provides 30 secondary lesson plans (grades 6-12) that address nine different topics centered around inequity and inequality throughout history, many of which connect students to the world we are living in today. The intended audience for the book are teachers who teach social studies at the 6th-12th grade level both in the United States and other countries. An additional audience will be college and university social studies/history methods professors in the United States and worldwide. |
| nys ss framework 9 12: National Health Education Standards Joint Committee on National Health Education Standards, 2007 Concluding a two-year review and revision process supported by the American Cancer Society and conducted by an expert panel of health education professionals, this second edition of the National Health Education Standards is the foremost reference in establishing, promoting, and supporting health-enhancing behaviors for students in all grade levels. These guidelines and standards provide a framework for teachers, administrators, and policy makers in designing or selecting curricula, allocating instructional resources, and assessing student achievement and progress; provide students, families, and communities with concrete expectations for health education; and advocate for quality health education in schools, including primary cancer prevention for children and youth. |
| nys ss framework 9 12: Issues for Canadians 8 Patricia Lychak, 2008 |
| nys ss framework 9 12: Proficiency Scales for the New Science Standards Robert J, Marzano, David C. Yanoski, 2015-08-17 Transform an in-depth understanding of the new science standards into successful classroom practice. You’ll learn how to align instruction and assessment with the science standards and create proficiency scales that can be used to plan all types of lessons. Discover hundreds of ready-to-use proficiency scales derived from the Next Generation Science Standards that are applicable to specific areas of science instruction. |
| nys ss framework 9 12: Solving PDEs in Python Hans Petter Langtangen, Anders Logg, 2017-03-21 This book offers a concise and gentle introduction to finite element programming in Python based on the popular FEniCS software library. Using a series of examples, including the Poisson equation, the equations of linear elasticity, the incompressible Navier–Stokes equations, and systems of nonlinear advection–diffusion–reaction equations, it guides readers through the essential steps to quickly solving a PDE in FEniCS, such as how to define a finite variational problem, how to set boundary conditions, how to solve linear and nonlinear systems, and how to visualize solutions and structure finite element Python programs. This book is open access under a CC BY license. |
| nys ss framework 9 12: Resources in Education , 2001 |
| nys ss framework 9 12: Social Science Research Anol Bhattacherjee, 2012-04-01 This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages. |
| nys ss framework 9 12: Surviving the Angel of Death Eva Kor, Lisa Buccieri, 2012-03-13 Describes the life of Eva Mozes and her twin sister Miriam as they were interred at the Auschwitz concentration camp during the Holocaust, where Dr. Josef Mengele performed sadistic medical experiments on them until their release. |
| nys ss framework 9 12: Cultivating Genius Gholdy Muhammad, 2019-12-23 In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework--one that is grounded in history and restores excellence in literacy education. This framework, which she names, Historically Responsive Literacy, was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The equity framework will help educators teach and lead toward the following learning goals or pursuits: Identity Development--Helping youth to make sense of themselves and others Skill Development-- Developing proficiencies across the academic disciplines Intellectual Development--Gaining knowledge and becoming smarter Criticality--Learning and developing the ability to read texts (including print and social contexts) to understand power, equity, and anti-oppression When these four learning pursuits are taught together--through the Historically Responsive Literacy Framework, all students receive profound opportunities for personal, intellectual, and academic success. Muhammad provides probing, self-reflective questions for teachers, leaders, and teacher educators as well as sample culturally and historically responsive sample plans and text sets across grades and content areas. In this book, Muhammad presents practical approaches to cultivate the genius in students and within teachers. |
| nys ss framework 9 12: Model School Library Standards for California Public Schools Faye Ong, 2011 Provides vision for strong school library programs, including identification of the skills and knowledge essential for students to be information literate. Includes recommended baseline staffing, access, and resources for school library services at each grade level. |
New York State Common Core Social Studies 9-12 Framework
Social Studies Practices Grades 9-12 A. Gathering, Interpreting, and Using Evidence 1. Define and frame questions about events and the world in which we live, form hypotheses as …
New York State Common Core Social Studies 9-12 Framework
New York State Common Core Social Studies Framework . Grades 9-12. Revised December 2013. Grades 9-10. Reading Standards for Literacy in History/Social Studies . Key Ideas and …
New York State Common Core Social Studies 9-12 Framework …
Social Studies Practices Grades 9-12. Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to …
New York State K-12 Social Studies Field Guide
Building upon the NYS SS Framework, the Field Guide is intended to support practitioners in integrating the elements of the Framework (Key Ideas, Conceptual Understandings, and …
New York State Common Core Social Studies 9-12 Framework …
New York State Grades 9-12 Social Studies Framework . Revised January 2015. Grade 12: Participation in Government and Civics. This course aims to provide students with …
New York State Common Core Social Studies 9-12 Framework
By the end of Grade 12, read and comprehend history/social studies texts in the Grade 11-12 CCR text complexity band independently and proficiently. Grades 9-12 Page 29
Nys Ss Framework 9 12 [PDF] - netsec.csuci.edu
The NYS Social Studies Framework 9-12 is designed to foster critical thinking, historical analysis, and civic engagement. It moves beyond rote memorization, encouraging students to develop a …
The University of the State of New York New York State K-12 …
Jun 18, 2019 · New York State K-12 Social Studies Framework (“NYS Framework”) is anchored in the New York State Common Core Standards for Literacy and Writing and New York State …
New York State Common Core Social Studies 9-12 Framework
Social Studies Practices Grades 9-12 A. Gathering, Interpreting, and Using Evidence 1. Define and frame questions about events and the world in which we live, form hypotheses as …
Learning Standards for Social Studies - New York State …
Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and …
New York State Common Core Social Studies 9-12 Framework …
Revised January 2015. Grade 11: Unifying Themes aligned to Key Ideas. Grade 11: United States History and Government. Grade 11 begins with the colonial and constitutional foundations of …
Social Studies Practices- Standards for Grades 9-12
Social Studies Practices- Standards for Grades 9-12. Gathering, Interpreting, and Using Evidence. Define and frame questions about events and the world in which we live, form …
NYS P-12 Common Core Social Studies Framework - New …
Respondents indicated that the Framework encompassed what students should know and be able to do in Social Studies. There was general agreement that the conceptual understandings …
New York State Common Core Social Studies 9-12 Framework
Social Studies Practices Grades 9-12. Gathering, as potential Interpreting, and Using Evidence questions to -hypotheses. questions, evidence the world. Identify, describe, and evaluate …
New York State Common Core Social Studies K-12 Frameworks
New York State K-12 Social Studies Framework (“NYS Framework”) is anchored in the New York State Common Core Standards for Literacy and Writing and New York State Learning …
Survey Questions 9-12 Draft Social Studies Framework
To what extent does the draft New York State Common Core 9-12 Social Studies Framework encompass what students should know and be able to do to be on track for college and career …
New York State Common Core Social Studies K-12 Frameworks
New York State K-12 Social Studies Framework (“NYS Framework”) is anchored in the New York State Common Core Standards for Literacy and Writing and New York State Learning …
New York State K-12 Social Studies Framework - ocmboces.org
Aligned to the standards and represent enduring understandings that should be the focus of teaching and learning. Designed to address larger social studies perspectives, trends, and …
NYS K-8 Social Studies Framework - New York State …
New York State . K-8 . Social Studies Framework . The State Education Department The University of the State of New York . Revised February 2017
New York State Common Core Social Studies K-12 Frameworks
NYS Common Core Literacy Skills. The Common Core Learning Standards (CCLS) outline standards for literacy with individual grade levels to provide specificity. Grades 6-12 have …
New York State Common Core Social Studies 9-12 Framework
Social Studies Practices Grades 9-12 A. Gathering, Interpreting, and Using Evidence 1. Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counter-hypotheses. 2.
New York State Common Core Social Studies 9-12 Framework
New York State Common Core Social Studies Framework . Grades 9-12. Revised December 2013. Grades 9-10. Reading Standards for Literacy in History/Social Studies . Key Ideas and Details. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
New York State Common Core Social Studies 9-12 …
Social Studies Practices Grades 9-12. Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counter-hypotheses. Identify, describe, and evaluate evidence about events from diverse sources (including written ...
New York State K-12 Social Studies Field Guide
Building upon the NYS SS Framework, the Field Guide is intended to support practitioners in integrating the elements of the Framework (Key Ideas, Conceptual Understandings, and Content Specifications) with Social Studies practices and Common Core Literacy Standards into rigorous
New York State Common Core Social Studies 9-12 …
New York State Grades 9-12 Social Studies Framework . Revised January 2015. Grade 12: Participation in Government and Civics. This course aims to provide students with opportunities to become engaged in the political process by acquiring the knowledge and practicing the skills necessary for active citizenship.
New York State Common Core Social Studies 9-12 Framework
By the end of Grade 12, read and comprehend history/social studies texts in the Grade 11-12 CCR text complexity band independently and proficiently. Grades 9-12 Page 29
Nys Ss Framework 9 12 [PDF] - netsec.csuci.edu
The NYS Social Studies Framework 9-12 is designed to foster critical thinking, historical analysis, and civic engagement. It moves beyond rote memorization, encouraging students to develop a deep understanding of historical processes and their contemporary relevance.
The University of the State of New York New York State K-12 …
Jun 18, 2019 · New York State K-12 Social Studies Framework (“NYS Framework”) is anchored in the New York State Common Core Standards for Literacy and Writing and New York State Learning Standards for Social Studies.
New York State Common Core Social Studies 9-12 Framework
Social Studies Practices Grades 9-12 A. Gathering, Interpreting, and Using Evidence 1. Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counter-hypotheses. 2.
Learning Standards for Social Studies - New York State …
Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
New York State Common Core Social Studies 9-12 …
Revised January 2015. Grade 11: Unifying Themes aligned to Key Ideas. Grade 11: United States History and Government. Grade 11 begins with the colonial and constitutional foundations of the United States and explores the government structure and functions written in the Constitution.
Social Studies Practices- Standards for Grades 9-12
Social Studies Practices- Standards for Grades 9-12. Gathering, Interpreting, and Using Evidence. Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counter-hypotheses.
NYS P-12 Common Core Social Studies Framework - New …
Respondents indicated that the Framework encompassed what students should know and be able to do in Social Studies. There was general agreement that the conceptual understandings within the Framework would support the implementation of the New York State CCLS for Literacy in Social Studies/History. •
New York State Common Core Social Studies 9-12 Framework
Social Studies Practices Grades 9-12. Gathering, as potential Interpreting, and Using Evidence questions to -hypotheses. questions, evidence the world. Identify, describe, and evaluate evidence about events from diverse form hypotheses which these questions, documents, audience. evidence in secondary art, photographs, sources). sources (including.
New York State Common Core Social Studies K-12 Frameworks
New York State K-12 Social Studies Framework (“NYS Framework”) is anchored in the New York State Common Core Standards for Literacy and Writing and New York State Learning Standards for Social Studies.
Survey Questions 9-12 Draft Social Studies Framework
To what extent does the draft New York State Common Core 9-12 Social Studies Framework encompass what students should know and be able to do to be on track for college and career readiness?
New York State Common Core Social Studies K-12 Frameworks
New York State K-12 Social Studies Framework (“NYS Framework”) is anchored in the New York State Common Core Standards for Literacy and Writing and New York State Learning Standards for Social Studies.
New York State K-12 Social Studies Framework - ocmboces.org
Aligned to the standards and represent enduring understandings that should be the focus of teaching and learning. Designed to address larger social studies perspectives, trends, and issues. Each grade level comprised of eight to twelve Key Ideas, so …
NYS K-8 Social Studies Framework - New York State …
New York State . K-8 . Social Studies Framework . The State Education Department The University of the State of New York . Revised February 2017
New York State Common Core Social Studies K-12 Frameworks
NYS Common Core Literacy Skills. The Common Core Learning Standards (CCLS) outline standards for literacy with individual grade levels to provide specificity. Grades 6-12 have distinct standards for literacy and writing in history/social studies using the …
