Ncdpi unpacking documents10/31/2022 The template used now has been around for a decade, Truitt said. The superintendent and SBE Chairman Eric Davis have discussed an alternative to the template used by NCDPI and teachers contracted to develop the standards. “Anyone who has ever been frustrated by the fact that the majority of young adults in the United States do not know when World War II occurred, it is because in the 70s …we have not been teaching history chronologically, at least our standards have not encouraged teachers to do so,” Truitt said. The state is also penalized for arranging its standards thematically instead of chronologically, Truitt said. “A standard is a statement of essential knowledge of what a student is supposed to learn, and our standards do not contain any statement of essential knowledge that is to be learned,” Truitt said. She said the state receives them because it does not understand what local control means when it comes to what a standard should look like. Truitt pushed back on Stegall’s explanation for the low marks. “It’s shortsighted of us, quite frankly, to dismiss the report out of hand simply because North Carolina always gets downgraded by the Fordham Institute,” Truitt said. Nevertheless, the criticism coming from the Fordham Institute shouldn’t be disregarded, said State Superintendent Catherine Truitt. “Conceptual standards allow teachers to make deeper connections with the real world in multiple points in history that are related rather than have students memorize specific names and dates,” Stegall said. Stegall said conceptual standards allow students to engage in critical thinking. The institute recommends, for example, that the standards “articulate what students should know instead of asking them to “exemplify,” “critique,” “distinguish,” “differentiate,” “compare,” “assess,” or “classify.” The institute’s evaluators value standards that provide specific topics students must learn. The problem, he explained, is that the state’s standards are conceptual to give districts and schools flexibility to determine content and curriculum to meet teacher and student needs. The state routinely receives low marks from the Fordham Institute, said David Stegall, state superintendent of innovation. A complete revision is recommended before implementation.” “Nebulous verbiage and an aversion to specifics make them functionally contentless in many places, and organization is poor throughout. History standards are inadequate,” the Fordham report said. Instead, on Thursday, the board focused on a recent report by the Fordham Institute, a conservative think tank that gave North Carolina a D-grade for its new civics standards and an F for its U.S. Both votes were 7-5, along party lines with Democrats voting in the affirmative. State board members made few comments about the grades 6-12 documents, which stood in contrast to the spirited debate last month when the K-5 “unpacking documents” were approved or when the board adopted the social studies standards in February. The board’s Democratic majority voted in favor of the documents teachers and districts will use to craft lesson plans and curriculums as the new social studies standards come online this academic year. Middle school and high school “unpacking” documents for the state’s new social studies standards were narrowly approved Thursday on a 6-5 vote along party lines.
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