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Offering multiple paths for kids to travel in social studies

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Continue to have conversations around the balance between skills and content in our classroom. Start with focus at the 9-10 grade level.

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Grades 9 & 10 for the purpose of vertical articulation.

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How can we incorporate these into our scope and sequence more effectively? (Bryan)

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We've done a good job developing reading, note taking, analytical writing and research in our 4 year program. (Bryan)

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How can we find ways to connect what we're teaching to modern times? I realize that's always challenge but it seems harder with our focus on ancient world history, especially in 9th grade. (Bryan)

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What can we do to make their experience better? If teachers are not excited about the content, does it translate to the way we teach? (Bryan)

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I feel like there are natural opportunities for us to team teach with ELA that we aren't able to do with our current scope and sequence. How can we improve that? (Bryan)

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What are the other IB pathways that are open us whether it's IB SL, HL, other History options (Asia, Africa, Asia), Geography, Global Politics? How might our department look with those? Is it even possible?

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The first year back in this model has been effective in that it has enabled us to identify struggling students and plan interventions.

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Making sure that agreements mean things and people are following through. This doesn't mean losing teacher autonomy but ensuring skills and content are covered equally one class to another.

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Keeping discussions focused on the issues at hand and not tinged with what has come before.

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I think it is important that we create a story that we want to tell and that serves kids.

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Science, math, ELA, art, business, etc - update their content to match new advances in their respective fields. They don't teach the same unit, the same way, with the same resources year after year after year. We need to be changing consistently to meet best practices.

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I think we need to make an agreement as to what we want students to know and be able to do by the time they leave Sunset. What in American history is truly important to impart? What parts of "western civ" should be keep? When should they learn how to write an analytical paragraph.

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Teaming offers amazing opportunities to teach a more humanities model. That would entail reviewing and revising our scope and sequence to match more with ELA

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our world has changed and I feel as though we can create a great program that fosters greater relevance and curiosity around themes of justice and democracy in a world that is growing more and more fond of authoritarianism.

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Everything from establishing a healthy classroom culture to preparing for a socratic seminar is made near impossible when the course is marketed as another traditional academic course but then populated as a credit recovery class. Would love a more deliberate/thoughtful placement, but I understand the scheduling and graduation considerations.

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I'd like to see our curriculum offer more connections and opportunities for kids to see how history is playing out and impacting our world today. Some topics lend themselves to this, but some are a real stretch. I often feel like bringing in current events and issues is taking from our content, rather than naturally adding to it.

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I'd love to see each year tackle a big idea and view it through different case studies. Similar to 9th's power and belief focus, but more clearly transferrable to the modern world.

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What about Oregon?!

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It seems students are walking in to IB History without strong, foundational skills (not content) but analysis, writing, research...

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Bring back "dirt" history. It's important!

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It's coming down the pipeline according to the SS adoption advertisements.  What does this mean for us?

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We have a great spread of focuses that the kids can lock into, and student interest suggests it's working! Allows for teachers to play to their strengths as well.

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Any would be better than this

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Existed, and still do, but aren't reflected in our curriculum.

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We need to give kids some basic tools and concepts so we can include economics and civics in case studies.

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10th and SL classes could both use some more civics-heavy units. Right now the Civics education the kids get seems too inconsistent.

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Less "embedding" and more explicit focus

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Less "embedding" and more explicit focus

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10th Grade as American History/Civics/Econ?

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10th Grade as American History/Civics/Econ?

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I think we should take a look at moving American History/Civics/Econ to 10th grade. This is what all of the other High Schools in BSD do. It would us open up the SL/HL courses to look at more areas since we wouldn't have to cover US History.

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Defining terms so that we are all on the same page when we say we want more of "x".