slide1
Download
Skip this Video
Download Presentation
“The qualifications for self-government in society are not innate.

Loading in 2 Seconds...

play fullscreen
1 / 36

“The qualifications for self-government in society are not innate. - PowerPoint PPT Presentation


  • 100 Views
  • Uploaded on

“The qualifications for self-government in society are not innate. They are the result of habit and long training.” Thomas Jefferson, 1824. The Persistent Issues in History Framework. What is different?. link. Civil Rights Unit: Separatist group presentation of argument:

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' “The qualifications for self-government in society are not innate. ' - oren


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

“The qualifications for self-government in society are not innate.

They are the result of habit and long training.”

Thomas Jefferson, 1824.

slide2

The Persistent Issues in History Framework

What is different?

link

Civil Rights Unit: Separatist group presentation of argument:

“What should be done to promote greater social justice (1968)?”

slide3

PIH Curriculum Design Principles

Scaffolded Instruction

Authenticity

Multiple Intelligences

Effective Collaboration

slide4

PIH Curriculum Design Principles

  • Scaffolded Instruction
  • All students can perform at a higher level with
  • appropriate structure and support
slide5

PIH Curriculum Design Principles

  • Scaffolded Instruction
  • Hard Scaffolds
    • Support planned in advance based on typical
    • difficulties
    • Built into structure of learning environment
    • or into available tools or resources
  • Soft Scaffolds
    • Spontaneous, timely support provided by the
    • teacher based upon learner responses
slide6

PIH Curriculum Design Principles

Authenticity: Work must seem worth the effort.

"I don\'t enjoy history that much because you just, like, you listen to the teachers

and they just lecture you, and you have no idea. Like, in math you\'re always doing

all the problems and in science you\'re always doing labs and stuff.

In history you just never interact with it or anything, and doing this [the PIH unit],

you got to do it yourself and look at it.”

slide7

PIH Curriculum Design Principles

  • Multiple Intelligences
  • Verbal-Linguistic
  • Logical-Mathematical
  • Visual-Spatial
  • Body-Kinesthetic
  • Musical-Rhythmic
  • Interpersonal
  • Intrapersonal
slide8

PIH Curriculum Design Principles

  • Multiple Intelligences
  • Richness & Complexity of Tasks
    • Multiple activities
    • Multiple media
    • Multiple perspectives
slide9

PIH Curriculum Design Principles

  • Collaboration
  • Effective groupwork design promotes:
    • Healthier classroom environments
    • More complex learning for all students
      • Task requires varied talents and group effort
      • Distributed intelligence
slide11

Purposeful, Motivating Unit Design

A Model for PIH Units

A Central, Focusing Question

An Introductory Grabber

Deep, Rich Content

Multiple Perspectives & Ways of Knowing

Culminating Activity

slide12

A Model for PIH Units

A Central, Focusing Question

An Introductory Grabber

Deep, Rich Content

Multiple Perspectives & Ways of Knowing

Culminating Activity

slide13

Unit Focus

Container (Topic)

or

Backbone (Enduring Question)

Culminating

Activity

Central

Question

Lesson

Two

Lesson

Three

Lesson

Four

Lesson

One

slide15

A Model for PIH Units

A Central, Focusing Question

An Introductory Grabber

Deep, Rich Content

Multiple Perspectives & Ways of Knowing

Culminating Activity

slide16

Plan Backwards

From Central Question to Culminating Activity

Central Question:

What should be done (in 1968) to continue the struggle for a more just, equal society?

Culminating Activity: Presentation to Committee on Civil

Rights Progress

slide17

Unit Focus

Central Question Backbone

Culminating

Activity

Central

Question

Lesson

Two

Lesson

Three

Lesson

Four

Lesson

One

slide18

A Model for PIH Units

A Central, Focusing Question

An Introductory Grabber

Deep, Rich Content

Multiple Perspectives & Ways of Knowing

Culminating Activity

slide19

Why does it matter? The “Grabber”

  • How can I demonstrate that this is connected to my students’ lives and concerns?
slide20

Keeping it Real

Introductory Grabber

1st day of a unit is the most important day

Topic: Supreme Court

Central Question: Should the power of the Supreme Court be limited?

slide21

Introductory Grabber

Central Question: Should the power of the Supreme Court be limited?

slide22

Brainstorming Unit Content & Experiences

  • What do students need to successfully accomplish the culminating activity and address the central question?
slide23

A Model for PIH Units

A Central, Focusing Question

An Introductory Grabber

Deep, Rich Content

Multiple Perspectives & Ways of Knowing

Culminating Activity

slide24

A Model for PIH Units

  • Authenticity:Beyond the Textbook
  • Rich material
  • Real people
  • Real-life tasks
slide25

A Model for PIH Units

  • George Washington Unit Overview
    • CQ: When is the federal government justified in imposing its will on American citizens?
    • CA: Press Conference: Did actions taken by the Washington administration exceed its Constitutional powers?
slide26

Dissecting A Simple Model Unit:

  • The American Revolution - p. 25
  • Lesson 1: Introducing the Question
  • Lesson 2: Expert Group Hypothesizing
  • Lesson 3: Expert Group Hypothesis Testing
  • Lesson 4: Decision-making Groups
          • Debate on the CQ
slide27

Dissecting A Simple Model Unit:

  • The American Revolution
  • Lesson 1: Introducing the Question
    • Grabber
    • Hypothesis Formation
    • Limit Investigation Categories
    • Preview Unit Activities
slide28

Dissecting A Simple Model Unit:

  • The American Revolution
  • Lesson 2: Expert Group Hypothesizing
    • Groups subdivide the work
    • Pre-think questions to test hypotheses
    • Accountability for intermediate step
    • Teacher oversight & reinforcement
slide29

Dissecting A Simple Model Unit:

  • The American Revolution
  • Lesson 3: Expert Group Hypothesis Testing
    • Individual accountability for one question
    • Group sharing of data
    • Synthesis task: Rate factors
    • Individual accountability for all group knowledge
    • Teacher probes & redirects as needed
slide30

Dissecting A Simple Model Unit:

  • The American Revolution
  • Lesson 4: Decision-making Groups
          • Debate on the CQ
    • Jigsaw: New groups share information
    • Groups debate and answer the CQ
    • Groups report decisions to class
    • Teacher refocuses: Discussion & debate of differences
    • Individual accountability: Essay on CQ
slide31

A Model for PIH Units

  • George Washington Unit Overview
    • CQ: When is the federal government justified in imposing its will on American citizens?
    • CA: Press Conference: Did actions taken by the Washington administration exceed its Constitutional powers?
slide32

A Model for PIH Units: G. Washington

Engaging

Student

Interest

slide33

A Model for PIH Units: G. Washington

Introducing

The Central

Question

slide35

A Model for PIH Units: G. Washington

  • Lesson 2: The National Bank Issue
slide36

A Model for PIH Units: G. Washington

  • Lesson 2: The National Bank Issue
    • Competing Arguments
    • Multiple ways of knowing
    • Collaboration
ad