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Powerful and Authentic Social Studies (PASS) Mini-Grant Projects

The Social Studies Faculty Collaborative Powerful and Authentic Social Studies (PASS) project links university professors and K-12 pre-service social studies teachers to a systematic approach for social studies instruction and the creation of an authentic learning environment. The project includes an initial workshop to introduce faculty to the Powerful and Authentic Social Studies (PASS) program and the College and Career Readiness Standards (CCRS). Faculty then incorporate PASS and CCRS into their pre-service classes. Final results and recommendations from the use of PASS and CCRS in pre-service instruction are then presented at a CCRI Culminating Conference and in a final report.

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The Role of Social Sciences in Feeding the World


Gary Wingenbach & Kevin Fath (Texas A&M University – College Station)

Texas A&M University has a vested interest in the ability of both university faculty and secondary teachers to prepare their students to successfully meet the challenges of the 21st century.  In serving this mandate, Texas A&M University is dedicated to developing young people for career success in a globalized world. The Department of Agricultural Leadership, Education, and Communications (ALEC), the Norman Borlaug Institute for International Agriculture, and the Office of International Outreach are uniquely positioned to provide a professional development seminar, "The Role of Social Sciences in Feeding the World," as a model for addressing the College and Career Readiness Standards (CCRS) in teacher preparation.

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An Investigation Responding to Educators' Needs for Increased Social Studies CCRS Equity and Access


Emily Summers (Texas State University - San Marcos)

 

According to the Association of Latino Administrators and Superintendents, the need for identifying appropriate educational approaches, utilizing ongoing research, and providing educational services for the Hispanic community has never been greater; yet, in Texas, we have minimal college and career readiness documents in Spanish. This 18-month, four-phase study will investigate and respond to educators' needs for increased linguistic and geographic social studies CCRS equity and access.

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Closing the Circle: Infusing Social Studies College and Career Readiness Standards into the Texas History Course


Gene Preuss (University of Houston – Downtown)

Many college and university students take Texas history courses as part of their teacher certification program and training. While textbook publishers and, by extension, faculty have embedded pedagogical and anagogical learning tools into the classroom environment by infusing study aids into the textbook, this is not true for Texas history texts. Instead, Texas history texts tend to be insular and ignore larger national and international events, even when they directly influence the history of the state.

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Community Based Research Projects: CCRS Standards in Action


Karon LeCompte - Baylor University

CCRS in Action is a collaborative statewide initiative to engage secondary preservice teachers in community based research projects that seek to employ the interrelated disciplines and skills of the College and Career Readiness Standards in social studies. Through this multifaceted project, future secondary teachers will engage in the kind of research that promotes deeper understanding of the structure of social studies disciplines, greater pedagogical understanding, and a thorough knowledge of the complex issues faced by community members at various socio-economic levels.

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The History Survey Project


Keith Erekson  (University of Texas – El Paso)

The History Survey Project (HSP) aims to explore, understand, and improve teaching of the U.S. history survey course. In the state of Texas, all college students are required to complete 6 hours of U.S. history coursework, but these "surveys" are taught in five different settings: universities, community colleges, early college high schools, dual credit classrooms, and AP history classes. This course, in turn, serves as the primary, comprehensive training that future history teachers receive in preparation to teach U.S. history in eighth (to 1877) or eleventh (since 1877) grades. Yet, there is virtually no coordination between teachers in the different settings. Thus, this course is crucial for the training of future teachers and the success of all college students.

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College and Career Readiness Standards


The College and Career Readiness Standards (CCRS) define the competencies and skills graduating high school students must possess in order to be successful in higher education and beyond.  The standards represent the best consensus of K-12 educators and higher education faculty.  Standards have been developed in four subject areas:  Mathematics, Science, English language arts, and Social Studies.  A fifth set of standards called cross disciplinary standards has also been developed.

pdfDownload the CCRS7.19 MB

 

TEKS and CCRS Alignment Analyses

Vertical teams of K-12 and higher education institution faculty have reviewed the degree of alignment between the new readiness standards and the current secondary school curriculum in mathematics, science, English language arts and social studies, noting any gaps between these two sets of standards in a series of gap analyses reports.  These gap analyses reports are now serving as the basis for the refinements to the existing K-12 knowledge and skills standards (TEKS).

pdfDownload the Social Studies Gap Analysis Report140.95 KB

Higher Education and Public Schools (HEAPS) Training

The Higher Education and Public Schools (HEAPS) Training is a full day workshop  developed to prepare present teachers, pre-service teachers, and college professors to implement the social studies college and career readiness standards (CCRS).  Materials from this training are available.  Click Read More below for more information.

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