VERTICAL HISTORY TEAM Curriculum Mapping

1. VERTICAL HISTORY TEAM Curriculum Mapping Working Together Towards a Vertically Aligned Social Studies Skills Curriculum

2. Rationale • We need to create documents that do all of the following: • Help you think more critically about your own teaching and create a map that guides thoughtful practice • Demonstrate an articulated link between grade levels at feeder schools in regards to social studies skills • Meet the requirements of the federal grant

3. Step 1 – Review Yellow Curriculum Maps • Type your group’s name in the title. Type individual authors’ names in the footer (e.g. Created by …, …, …)

4. Step 2 – Edit Skill Standards • Are you using the appropriate skills standards found on pages vii & viii of the standards doc? • Choose only the skill standards that you will teach explicitly in the unit. More is not better. It’s just more. (breadth v. depth) • Check to make sure that each skill standard is addressed at least three times during the school year.

5. Step 3 – Rephrase HQs • Check each HQ for: • Correlation with a standard or a specific issue of major importance • Wording that matches the EQ • If your HQ does not meet these criteria, please delete it. You can still ask this question of your students, but it should not be a guiding factor in your planning. • The question for us becomes…Do we need an additional EQ?

6. Rewording hqs – what do you notice in the examples on the following pages? Remember the EQs: What type of relationship should exist between government, institutions, and individuals. What justifies the limitation or expansion of freedom? Why do ideas and values change over time? Whose America is it? What does it mean to be an American?

7. Step 3 Continued – rewording hqs Example A Example B • Have views of Native American & European contact changed over time? • Why have views about Native American & European contact changed over time? • What type of relationship did colonists have with religious institutions? • What type of relationship existed between individuals in the colonies and religious institutions?

8. Step 3 Continued – rewording hqs Example C Example D • Why did Europeans explore the Americas? • What ideas and values prompted the Europeans to explore and colonize the Americas? • What key political ideas changed over time in the American colonies? • What political ideas and values changed over the 150 year existence of the American colonies.

9. Step 3 Continued – rewording hqs Example E Example F • Did the British government have the right to tax citizens and businesses to pay for global wars? • In order to raise money for British wars, what type of relationship should have existed between Britain and it’s American citizens and businesses? • Was there another way that freedom could have been granted to slaves without a war? • Was it justified to go to war to expand the freedom of slaves? OR • Would another way to expand freedom to slaves been more justified than going to war?

10. Step 3 Continued – rewording hqs Example G Example H • What events led to the creation of the Thirteen Colonies? • What British ideas, values, and events led to the creation of the Thirteen Colonies? • How have colonial values continued to shape US society today? • Why do some colonial ideas and values continue to shape US society today?

11. Back to the question… Do we need an additional EQ to finish the curriculum maps?

12. PINK SKILL STANDARDS MAP • Make sure that you have cut and paste the skill standards (and not the content standards). • The purpose of this map is to thoroughly map out WHEN & HOW you will teach the skills. • This map should be helpful to people who do not work with you. • You must be SPECIFIC about how you will teach the skill. • What primary sources will you use? • What DBQ question will students be answering? • On what pages/sources did you find your activity? • Give specific film titles and years along with scenes. • List specific website addresses for sources.

13. THINK, PAIR, SHARE • Using one skill standard, describe: • How you might EXPLICITLY teach this skill. In other words, what would a lesson on this skill look like? • How you might “cover” this skill in the unit you are currently teaching without actually EXPLICITLY teaching the skill. For instance, you might have students answer a few questions from a timeline in their book, but this would not be EXPLICITLY teaching students to “develop a clear sense of historical time, past, present, and future in order to identify the sequence in which events occurred.”

14. Covering vs. teaching skills What does covering look like? What does teaching look like? • 5th grade: “Discuss perspectives of history.” • Students read Unit 4, page 280 to get definitions of loyalist and patriot. You explain that there were people on both sides of the war. • 5th grade: “Discuss perspectives of history.” • Using a Venn Diagram, students determine reasons why people might be either a loyalist or a patriot. In addition, you give short bios of 3 loyalists and 3 patriots (see History Alive p. 147-155), and students determine why different types of people felt differently about the war with Great Britain. Finally, students take a stance in a letter to the editor explaining the their position as a patriot or loyalist.

15. Next Steps • Break down units among your group members. • Cluster Meetings (3/22, 3/28, 3/29, and 3/30) • You will come with your unit sections of the PINK skill map done to perfection! • You will work together to peer review and put the whole map into one document. • GREEN MAPS (Vertical Alignment): If you have perfect pink maps at all grade levels, our secretary will cut and paste them into the green documents for you. YAY!