K-12 Social Studies Thomasville

1. http://cbci.ncdpi.wikispaces.net/Concept-Based+Unit+Planning+and+Designhttp://cbci.ncdpi.wikispaces.net/Concept-Based+Unit+Planning+and+Design K-12 Social Studies Thomasville November 5, 2014

2. 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

3. Effective Social Studies • Builds on Conceptual Understanding with factual knowledge • Evidence Based • Promotes Inquiry • Integrates the Disciplinary Strands

4. Guiding Questions • Does your instruction and assessment align with the standards? • Have you identified key concept, skills, and factual content that each unit will focus on? • 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? • Does your entire unit sequence consist of • Elementary (3-4) • Secondary (5-8)

5. Does your instruction and assessment align with the standards?

6. 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and historical narratives to explain particular events or issues over time. 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 6.G.2.1 Use maps, charts, graphs,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).

7. 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.

8. [Revised Bloom’s Taxonomy – (RBT)] • We Must Know The Standards & What The Standards Expect Students To Be Able To • Know, Understand And Do!

9. 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

10. 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. Let’s Look At Understanding A Standard • Grade 8 Essential Standards • 8.H.3.1 • Explain how migrationand immigration • contributed to the development of North Carolina and the United States from colonization to contemporary times • (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island). The CONCEPTS – are migration, immigration, development, colonization, time. immigration migration development The OBJECT OF THE LEARNING - how migration and immigration contributed to the development of North Carolina and the United States colonization time SUGGESTIONS ONLY of some of the things that a teacher might choose to teach as content examples.

11. Classroom Assessment Example Watch the following clip:http://www.youtube.com/watch?v=-_-gQyqcjPQor 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.

12. Classroom Assessment Example After reading a historical account of the Greensboro sit-ins distinguish the major and minor effects of the protest. Differentiating Distinguishing relevant from irrelevant parts or the important from the unimportant parts of material Read a passage detailing the late 20th century shift in the economy of Thomasville, NC. Write an outline that shows which facts 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. Organizing Determining how elements fit or function within a structure Determine if a report on the Dismal Swamp was written from a pro-environmental or pro-business point of view. Attributing Determining a point of view, bias or intent underlying material that has been presented

13. Let’s look at your IFC for World History

14. https://center.ncsu.edu/ncfalcon/

15. Have you identified key concepts, skills, and factual content that each unit will focus on?

17. 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?

18. What is a generalization in concept-based curriculum and instruction? Two or more concepts in a relationship... Concept Concept • CONCEPTUAL IDEAS THAT TRANSFER • DEVELOP “DEEP UNDERSTANDING’’ • What do I understand as a result of my study that I can transfer?

19. Students will understand that: • Warmay alter the physicalandhuman geographyof aplace. • Leadershipmay change the course of war. • Nations often go to war to protect their politicalandeconomic interests.

20. Two or more concepts in a relationship... Resources War War may decrease the availability of resources.

21. Two or more concepts in a relationship... Order Community Rules Rules allow a community to maintain order.

22. 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)

24. Sample 8th Grade - Yearly/Semester Plan Outline

25. Sample American History II - Yearly/Semester Plan Outline

26. Sample Civics & Economics Yearly/Semester Plan Outline

27. 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.

28. 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?

29. Conceptual Essential Questions These questions can transfer over time and space. Example: Why do stronger nations conquer weaker nations?

30. 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?

31. An Example – AH2 Unit Topic: Everybody Wants To Rule The World *Note: The content of this unit is the Cold War and Its Effects. 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. Generalization: Democratic governments seek public support and use propaganda to influence issues of national security and domestic policy issues and debates. • In what ways did the U.S. use emotional response to generate public support for the search for communists and anarchists in American government? • How might fear affect political or government action? • Is the restriction of civil liberties ever justified? • How have both the Red Scare and the Patriot Act impacted the constitutional rights of U.S. citizens?

32. American History II Let’s look back at EQs from an IFC

33. 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

34. 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