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“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:

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“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 innate.

What is different?

link

Civil Rights Unit: Separatist group presentation of argument:

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


PIH Curriculum Design Principles innate.

Scaffolded Instruction

Authenticity

Multiple Intelligences

Effective Collaboration


PIH Curriculum Design Principles innate.

  • Scaffolded Instruction

  • All students can perform at a higher level with

  • appropriate structure and support


PIH Curriculum Design Principles innate.

  • 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


PIH Curriculum Design Principles innate.

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.”


  • PIH Curriculum Design Principles innate.

  • Multiple Intelligences

  • Verbal-Linguistic

  • Logical-Mathematical

  • Visual-Spatial

  • Body-Kinesthetic

  • Musical-Rhythmic

  • Interpersonal

  • Intrapersonal



  • PIH Curriculum Design Principles innate.

  • Collaboration

  • Effective groupwork design promotes:

    • Healthier classroom environments

    • More complex learning for all students

      • Task requires varied talents and group effort

      • Distributed intelligence



Purposeful, Motivating Unit Design innate.

A Model for PIH Units

A Central, Focusing Question

An Introductory Grabber

Deep, Rich Content

Multiple Perspectives & Ways of Knowing

Culminating Activity


A Model for PIH Units innate.

A Central, Focusing Question

An Introductory Grabber

Deep, Rich Content

Multiple Perspectives & Ways of Knowing

Culminating Activity


Unit Focus innate.

Container (Topic)

or

Backbone (Enduring Question)

Culminating

Activity

Central

Question

Lesson

Two

Lesson

Three

Lesson

Four

Lesson

One


PIH innate. Curriculum Organization:


A Model for PIH Units innate.

A Central, Focusing Question

An Introductory Grabber

Deep, Rich Content

Multiple Perspectives & Ways of Knowing

Culminating Activity


Plan Backwards innate.

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


Unit Focus innate.

Central Question Backbone

Culminating

Activity

Central

Question

Lesson

Two

Lesson

Three

Lesson

Four

Lesson

One


A Model for PIH Units innate.

A Central, Focusing Question

An Introductory Grabber

Deep, Rich Content

Multiple Perspectives & Ways of Knowing

Culminating Activity



Keeping it Real innate.

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?


Introductory Grabber innate.

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



A Model for PIH Units innate.

A Central, Focusing Question

An Introductory Grabber

Deep, Rich Content

Multiple Perspectives & Ways of Knowing

Culminating Activity


  • A Model for PIH Units innate.

  • Authenticity:Beyond the Textbook

  • Rich material

  • Real people

  • Real-life tasks


  • A Model for PIH Units innate.

  • 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?


  • Dissecting A Simple Model Unit: innate.

  • 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


  • Dissecting A Simple Model Unit: innate.

  • The American Revolution

  • Lesson 1: Introducing the Question

    • Grabber

    • Hypothesis Formation

    • Limit Investigation Categories

    • Preview Unit Activities


  • Dissecting A Simple Model Unit: innate.

  • 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


  • Dissecting A Simple Model Unit: innate.

  • 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


  • 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


    • A Model for PIH Units innate.

    • 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?


    A Model for PIH Units: G. Washington innate.

    Engaging

    Student

    Interest


    A Model for PIH Units: G. Washington innate.

    Introducing

    The Central

    Question


    A Model for PIH Units: G. Washington innate.

    Broadening

    The Issue


    A Model for PIH Units: G. Washington innate.

    • Lesson 2: The National Bank Issue


    A Model for PIH Units: G. Washington innate.

    • Lesson 2: The National Bank Issue

      • Competing Arguments

      • Multiple ways of knowing

      • Collaboration


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