Transcript Document

http://cbci.ncdpi.wikispaces.net/ConceptBased+Unit+Planning+and+Design
K-12 Social Studies
Thomasville
November 5, 2014
Today’s Purpose & Expected Outcomes
– Understand how to deconstruct the
standards to effectively align the
standards with instruction and
assessment
– Examine Instructional Focus Calendars
to look for clear alignment and
conceptual focus
Effective Social Studies
• Builds on Conceptual Understanding with
factual knowledge
• Evidence Based
• Promotes Inquiry
• Integrates the Disciplinary Strands
Guiding Questions
1) Does your instruction and assessment align with the
standards?
2) Have you identified key concept, skills, and factual
content that each unit will focus on?
3) Have you identified generalizations that student’s
should understand?
4) Does your unit allow students to take an in depth look
at a broad topic of study?
5) Does your entire unit sequence consist of
• Elementary (3-4)
• Secondary (5-8)
Does your instruction and
assessment align with the
standards?
Procedural Standards
6.H.1.1 Construct charts, graphs and historical narratives to explain
particular events or issues over time.
6.H.1.2 Summarize the literal meaning of historical documents in
order to establish context.
6.H.1.3 Use primary and secondary sources to interpret various
historical perspectives.
6.G.2.1 Use maps, charts, graphs, geographic data and available
technology tools to draw conclusions about the emergence,
expansion and decline of civilizations, societies and regions.
6.G.2.2 Construct maps, charts and graphs to explain data about
geographic phenomena (e.g., migration patterns and
population and resource distribution patterns).
Conceptual Standards
6.C&G.1.1 Explain the origins and structures of various
governmental systems (e.g., democracy, absolute monarchy and
constitutional monarchy).
6.C&G.1.2 Summarize the ideas that shaped political thought in
various civilizations, societies and regions (e.g., divine right,
equality, liberty, citizen participation and integration of
religious principles).
6.C&G.1.3 Compare the requirements for (e.g., age, gender and
status) and responsibilities of (e.g., paying taxes and military
service) citizenship under various governments.
[Revised Bloom’s Taxonomy – (RBT)]
We Must Know The Standards & What The Standards
Expect Students To Be Able To
Know , Understand And Do!
We Must Know The Standards & What The
Standards Expect Students To Be Able To
Know , Understand And Do!
The RBT Taxonomy Table…
 MUST be a part of your
instructional planning
 Helps teachers determine
which cognitive process and
which type of knowledge is to
be ASSESSED
Let’s Look At Understanding
A Standard
Grade 8 Essential Standards
8.H.3.1
Explain how migration and immigration
contributed to the development of North
Carolina and the United States from
colonization to contemporary times
time
(e.g. westward movement, African slavery, Trail of
Tears, the Great Migration and Ellis and Angel Island).
The VERB – is Explain,
which in the RBT taxonomy
requires the learner to be able
to show their knowledge and
understanding of causes and
effects.
The CONCEPTS – are
migration, immigration,
development, colonization,
time.
The OBJECT OF THE
LEARNING - how migration
and immigration contributed
to the development of North
Carolina and the United
States
SUGGESTIONS ONLY of
some of the things that a
teacher might choose to teach
as content examples.
Classroom Assessment Example
Clarifying Objective
Cognitive Processes for
Understand
Example
Classroom Assessment
(Interpreting, Exemplifying,
Classifying, Summarizing, Inferring,
Comparing, Explaining)
8.C&G.1.1
Summarize democratic
ideals expressed in
local, state, and
national government
(e.g. limited
government, popular
sovereignty, separation
of powers,
republicanism,
federalism and
individual
rights).
Summarize
Abstracting a general or
major point
Watch the following clip:
http://www.youtube.com/watch?v=-_-gQyqcjPQ
or
Study the following images:
Classroom Assessment: Summarize in a
paragraph of ten sentences or less the democratic
ideals of U.S. government described in either the
article or video clip.
Classroom Assessment Example
Clarifying
Objective
8.C&G.2.2
Analyze issues
pursued through
active citizen
campaigns for
change (e.g.
voting rights and
access to
education,
housing and
employment).
Cognitive Processes Of
Analyze
Differentiating
Distinguishing relevant from irrelevant
parts or the important from the
unimportant parts of material
Example
Classroom Assessments
After reading a historical account of the
Greensboro sit-ins distinguish the major
and minor effects of the protest.
Read a passage detailing the late 20th
century shift in the economy of Thomasville,
Organizing
NC. Write an outline that shows which facts
Determining how elements fit
or function within a structure in the passage support and which facts do
not support the conclusion that the decline
in the local furniture industry caused by
trade agreements of the 1990s.
Attributing
Determining a point of view, bias
or intent underlying material that
has been presented
Determine if a report on the Dismal
Swamp was written from a proenvironmental or pro-business point of
view.
Let’s look at your IFC for World History
https://center.ncsu.edu/ncfalcon/
Have you identified key
concepts, skills, and factual
content that each unit will focus
on?
Geography
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Place
Region
Location
Movement
HumanEnvironment
Interaction
Physical
Environment
Landforms
Water forms
Geographic
Patterns
Settlement
Patterns
Civilization
Migration
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Culture
Economics/
Personal
Financial Literacy
Religion
Language
Ethnicity
Society
Civilization
Culture
Diversity
Values &
Beliefs
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Needs/Wants
Scarcity
Resources
Costs
Standard of
Living
Market
economy
Markets
Trade
Exchange
Supply and
Demand
Civics and
Government
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Politics
Limited
Government
Citizenship
Rule of Law
Political Action
Political
System
National
Identity
Individual
Rights
Power
Freedom
History
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Change
Continuity
Patterns
Conflict
Cooperation
Revolution
Leadership
Invasion
Conquest
Colonialism
War
National
Identity
Imperialism
Have you identified generalizations
that student’s should understand?
Does your unit allow students to take
an in depth look at a broad topic of
study?
What is a generalization in
concept-based curriculum and
instruction?
Concept
Two or more concepts in a
relationship...
Concept
 CONCEPTUAL IDEAS THAT TRANSFER
 DEVELOP “DEEP UNDERSTANDING’’
What do I understand as a result of my study
that I can transfer?
Students will
understand that:
 War may
alter the
physical and
human
geography of a
place.
 Leadership
may change
the course of
war.
 Nations
often go to war
to protect their
political and
economic
interests.
Two or more concepts in a
relationship...
War
Resources
War may decrease the availability of resources.
Two or more concepts in a
relationship...
Rules
Community
Rules allow a community to maintain
order.
Order
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• Does your unit allow students
to take an in depth look at a
broad topic of study?
• Does your entire unit sequence
consist of
• Elementary (3-4)
• Secondary (5-8)
Sample 8th Grade - Yearly/Semester Plan Outline
Unit
1
2
3
4
5
6
Unit Title
Our Revolution, Our Reaction,
Our Reform: Creating the
Foundations of Our Legacy of
Independence and Strength
8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.2,
8.H.3.3, 8.H.3.4, 8.G.1.1, 8.G.1.2, 8.G.1.3, 8.E.1.1, 8.C&G.1.1, 8.C&G.1.2,
8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.3, 8.C.1.1, 8.C.1.2, 8.C.1.3
Conflict and Compromise: Our
Civil War and Resiliency
8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.2,
8.H.3.3, 8.H.3.4, 8.G.1.1, 8.G.1.2, 8.G.1.3, 8.E.1.1, 8.C&G.1.1,
8.C&G.1.2, 8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.3, 8.C.1.1, 8.C.1.2, 8.C.1.3
North Carolina in the New
South
8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3,
8.H.3.1, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.1, 8.E.1.1, 8.C&G.1.1,
8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.1, 8.C&G.2.2, 8.C&G.2.3, 8.C.1.1,
8.C.1.2, 8.C.1.3
8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3,
8.H.3.2, 8.H.3.3, 8.H.3.4, 8.E.1.1, 8.E.1.2, 8.E.1.3, 8.C&G.1.3,
8.C&G.2.2, 8.C&G.2.3, 8.C.1.3
8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3,
8.H.3.2, 8.H.3.3, 8.H.3.4, 8.E.1.1, 8.E.1.2, 8.E.1.3, 8.C&G.1.3,
8.C&G.2.2, 8.C&G.2.3, 8.C.1.3
8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3,
8.H.3.2, 8.H.3.3, 8.H.3.4, 8.E.1.1, 8.E.1.2, 8.E.1.3, 8.C&G.1.3,
8.C&G.2.2, 8.C&G.2.3, 8.C.1.3
The Wild Cats Never Quit in
World War I
The Decade that Begins with a
Roar and Goes Out with a
Crash
In Search of Being a Super
Power: WWII – Cold War
Free to Be You and Me
7
North Carolina Emerges as a
Leader in the 21st Century
8
Clarifying Objectives
8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3,
8.H.3.3, 8.H.3.4, 8.C&G.1.2, 8.C&G.1.4, 8.C&G.2.1, 8.C&G.2.2,
8.C&G.2.3, 8.C.1.1, 8.C.1.2, 8.C.1.3, 8.G.1.1, 8.E.1.1
8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3,
8.H.3.1, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.1, 8.G.1.3, 8.E.1.1, 8.E.1.2,
8.E.1.3, 8.C&G.1.1, 8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.1, 8.C&G.2.2,
8.C&G.2.3, 8.C.1.1, 8.C.1.3
Conceptual
Lens (s)
Sample American History II - Yearly/Semester Plan Outline
Unit
Unit Title
Clarifying Objectives
Conceptual
Lens (s)
USH.H.2.1, USH.H.2.2, USH.H.3.1, USH.H.3.2,
USH.H.3.3, USH.H.3.4, USH.H.4.1, USH.H.4.2,
USH.H.4.3, USH.H.4.4, USH.H.7.1, USH.H. 7.3,
USH.H.8.2, USH.H.8.3, USH.H.8.4
Urbanization
and Acquisition
USH.H.2.1, USH.H.2.2, USH.H.3.2, USH.H.3.3,
USH.H.3.4, USH.H.4.1, USH.H.4.2, USH.H.4.4,
USH.H.5.2, USH.H.7.1, USH.H. 7.3, USH.H.8.2,
USH.H.8.3, USH.H.8.4
Leadership and
Excess
USH.H.2.1, USH.H.2.2, USH.H.3.2, USH.H.3.3,
USH.H.3.4, USH.H.4.1, USH.H.4.2, USH.H.4.3,
USH.H.4.4, USH.H.5.1, USH.H.5.2, USH.H.7.1, USH.H.
7.3, USH.H.8.2, USH.H.8.3, USH.H.8.4
Cooperation
and
Consequence
Living on the Edge
(Origins of the Cold War up through the Counter Culture era)
USH.H.2.1, USH.H.2.2, USH.H.4.1, USH.H.4.2,
USH.H.4.3, USH.H.4.4, USH.H.5.2, USH.H.6.1,
USH.H.6.2, USH.H.7.1, USH.H.7.2, USH.H. 7.3,
USH.H.8.3, USH.H.8.4
Power and
Change
5
Second Class Citizen in a First Class Nation: Two Americas Collide
1950s – 1970s
USH.H.2.1, USH.H.2.2, USH.H.3.2, USH.H.3.3,
USH.H.3.4, USH.H.4.1, USH.H.4.2, USH.H.4.3,
USH.H.4.4, USH.H.5.1, USH.H.5.2, USH.H.7.1, USH.H.
7.3, USH.H.8.2, USH.H.8.3, USH.H.8.4
Chaos and
Accomplishme
nt
USH.H.2.1, USH.H.2.2, USH.H.3.2, , USH.H.3.4,
USH.H.4.1, USH.H.4.2, USH.H.4.3, USH.H.4.4,
USH.H.5.1, USH.H.5.2, USH.H.6.1, USH.H.7.1
Protocol and
Legacy
6
An Era of Lies, Limits and Legacies
1968 – 1980
(Nixon & Watergate, Ford and Carter Administrations, Environmental
Activism)
1
How The West Was Lost And The Rest Was Won
(Passing of the American western frontier, the industrial buildup of America
and the scramble to become a world power)
2
What Goes Up Must Come Down
(The era from Harding to Hoover. The desired focus will be on the
administrations of Taft, Wilson, Harding, Coolidge and Hoover to show how
their economic and political decisions or indecisions really hurt the American
economy long term and snowballed the U.S. toward a great economic
depression. Also, focuses on how the lifestyles of those who benefited from
economic decisions of the government as well as those who were hurt by
them helped lead the nation into the Great Depression of the 1930s.)
3
Oh What A Tangled Web We Weave!
(The successful industrial buildup in America encourages increased
international interdependence and sets the stage for the U.S. to eventually
have to enter a war they wanted to watch from the side lines, on two
occasions –WWI &WWII.)
4
Sample Civics & Economics Yearly/Semester Plan Outline
Unit
Unit Title
1
Principals and Practice: The
Foundations of American
Political & Economic Systems
CE.C&G.1.1, CE.C&G.1.2,CE.C&G.1.3, CE.C&G.1.4, CE.C&G.1.5,
CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.E.1.1, CE.E.1.2,
CE.E.1.5
2
The American Idea of
Constitutional Government
CE.C&G.1.1, CE.C&G.1.3, CE.C&G.2.2, CE.C&G.2.3 , CE.C&G.2.4
CE.C&G.2.5 , CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8 CE.C&G.4.2,
CE.C&G.4.3, CE.C&G.4.4, CE.C&G.4.5, CE.E.2.3, CE.E.2.4
3
Active Citizenship: Local, State,
National, & Global
4
5
Political & Legal Systems:
Balancing Interests
Decisions, Decisions,
Decisions: Civics, Economics
and the Real World
Clarifying Objectives
CE.C&G.1.4, CE.C&G.2.8 CE.C&G.4.1, CE.C&G.4.2, CE.C&G.4.3
CE.C&G.4.4, CE.C&G.4.5, CE.PFL.2.5, CE.E.1.6 , CE.C&G.3.
CE.C&G.2.4 CE.C&G.2.5 , CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8
CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4 CE.C&G.3.5,
CE.C&G.3.6 , CE.C&G.3.7, CE.C&G.3.8, CE.PFL.2.1, CE.PFL.2.2, CE.PFL.2.3,
CE.E.3.1 , CE.E.3.2, CE.E.3.3 , CE.C&G.5.2, CE.C&G.5.3 CE.C&G.5.4
CE.C&G.5.5, CE.C&G.5.1
CE.C&G.2.1 , CE.C&G.2.2 ,CE.C&G.2.3 , CE.C&G.2.4 CE.C&G.2.5
CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8, CE.C&G.3.1, CE.
C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.C&G.3.8, CE.C&G.4.4, CE.PFL.2.1,
CE.PFL.2.2, CE.PFL.2.3, CE.E.3.1 , CE.E.3.2, CE.E.3.3 , CE.C&G.5.3,
CE.C&G.5.4 ,CE.C&G.5.5, CE.PFL.1.1, CE.PFL.1.2, CE.PFL.1.3, CE.PFL.1.4,
CE.PFL.1.5, CE.PFL.1.6,
Conceptual
Lens (s)
Factual Questions
Locked in time, place, or situation
Conceptual Essential Questions
These questions can transfer over time and space.
Provocative Essential Questions
These questions have no right or wrong answer and should stir debate.
Factual Questions
Locked in time, place, or situation
Example:
In what ways did the increasing industrialization and
overproduction in the late 19th century in the U.S. lead to
a need for foreign markets?
Conceptual Essential Questions
These questions can transfer over time and
space.
Example:
Why do stronger nations conquer weaker nations?
Provocative Essential Questions
These questions have no right or wrong answer
and should stir debate.
Examples:
Was the New Deal a good deal or a raw deal?
Is war ever justifiable?
Unit Topic:
An Example – AH2
Everybody Wants To Rule The
World
*Note: The content of this unit is the Cold
War and Its Effects.
Generalization: Democratic governments seek
public support and use propaganda to influence
issues of national security and domestic policy
issues and debates.
1.
In what ways did the U.S. use emotional
response to generate public support for the
search for communists and anarchists in
American government?
2.
How might fear affect political or
government action?
3.
Is the restriction of civil liberties ever
justified?
4.
How have both the Red Scare and the
Patriot Act impacted the constitutional rights
of U.S. citizens?
Conceptual Lens:
Power & Conflict
Unit Overview:
This unit will focus on the elements of the
foreign policy known as containment and
the major conflicts that shaped the Cold
War. Students will begin to look at how
containment affected domestic policy and
American life as well as the U.S. position
as a power in the global world.
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Let’s look
back at EQs
from an IFC
American
History II
NCDPI Professional Development Resources
• Concept Based Unit Planning
• Concept Based Lesson Planning
• What Does it Mean To Be Literate In
Social Studies
• The Inquiry Arc: Preparing Students to Be
College, Career, and Civic Ready
• Disciplinary Literacy
Primary Source Resources
• NC Wise Owl
• Library of Congress
• Documenting the American South
• Documents for the Study of American History
• National Humanities Center
• Reading like a Historian
• Fordham University