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K-12 Social Studies Unit Development Training Northwest RESA North Wilkesboro, North Carolina September 17-18, 2012 Part I Log onto the internet.

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Presentation on theme: "K-12 Social Studies Unit Development Training Northwest RESA North Wilkesboro, North Carolina September 17-18, 2012 Part I Log onto the internet."— Presentation transcript:

1 K-12 Social Studies Unit Development Training Northwest RESA North Wilkesboro, North Carolina September 17-18, 2012 Part I Log onto the internet

2 NCDPI K-12 Social Studies Team: Section Chief Fay Gore Program Assistant Bernadette Cole K-12 Consultant Ann Carlock K-12 Consultant Steve Masyada K-12 Consultant Michelle McLaughlin NCDPI Instructional Technology Partner Gail Holmes

3 During this Session:  Reflect on your readiness for engaging in concept-based unit development.  Discuss why a concept-based framework is a useful tool to develop local curricula.  Provide an overview of the Unit Development Process.  Collaborate (by grade level or course) to create or revise a concept-based unit. We will :

4 Standards Student Achievement

5 What Is Concept-based Curriculum And Instruction? The Concept-Based Curriculum & Instructional Framework is a three- dimensional design model that allows teachers to identify what is important for students to know, understand, and be able to do in a organized, planned unit of instruction that promotes student engagement and thinking. During instruction, teachers use concepts as a tool to help students see patterns and connections between facts and related ideas in order to reach a deeper understanding of the content.


7 ORGANIZING UNITS OF INSTRUCTION For Example: 6th Grade ESSENTIAL STANDARDS For Example: 6th Grade ESSENTIAL STANDARDS Step 1: Step 1: “Unpack” the state standards for the grade level or course for which you will develop curriculum.

8 UnitUnit Title NCSCOS Clarifying Objectives Conceptual Lens 1 2 3 4 5 6 7 8 YEARLY/SEMESTER PLAN OUTLINES Grade level/Course: __________________ General number of units per grade span: 3 to 4 units for grades K-3 4 to 6 units for grades 4-6 5 to 8 units for grades 7-12 Create an outline of units you may teach for the entire year or semester. Assign Clarifying Objectives to each unit. Identify an appropriate conceptual lens. #3. Write a short description of the unit. Steps 2-4

9 A Conceptual Lens …  Is a broad, integrating concept or conceptual- level question.  Creates intellectual synergy between the factual and conceptual levels of thinking.  Narrows the scope of the unit.

10 Looking at a topic through a “conceptual lens” engages the personal intellect and emotions of the student so that they… gain a deeper level of understanding retain the factual information because it has relevance are motivated to take ownership of their learning

11 DECIDING ON A CONCEPTUAL LENS  Supports the unit title  Provides direction for thinking  Narrows the scope of the unit


13 Diversity Location Roles and Responsibilities Topic: Our Community

14 Persuasive Force Innovation Perspective Topic: The American Media

15 Step 5

16 Integrating Concepts and Topics Inter- or Intra –disciplinary Units

17 17 From Concepts to Generalizations Step 6

18 GENERALIZATION= Enduring Understanding Two or more concepts in a relationship... Concept  CONCEPTUAL IDEAS THAT TRANSFER  DVELOP “DEEP UNDERSTANDING’’ What do I understand as a result of my study that I can transfer?

19 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.

20 Helpful Guidelines To Remember When Writing Generalizations Full sentence statements, describing what, specifically, students should understand about the critical concepts in the lesson Guidelines: 1.No proper or personal nouns or pronouns 2.Use a present tense verb 3.Show a relationship between at least two concepts 4.Transferable idea that is supported by the factual content 5.Uses a qualifier (often, can, may) 6.Think about the connections between and among concepts in the various strands from your web.

21 Common Errors In Writing Generalizations 1.Use of level 1 verbs: impact, affect, influence, is, are, have (need to scaffold) 2.Use of past tense verbs or proper nouns which makes them facts instead of generalizations 3.Lack of clarity (poor word choice or sentence construction) 4.Use of proper nouns or pronouns 5.Use of value statements 6.Only one concept represented

22 Scaffolding Thinking  Level 1 Verbs: affects, impacts, influence, is are, have  Lacks clarity and specificity In these instances, you should scaffold thinking to more complex levels. To scaffold to Level 2: Ask how or why? To scaffold to Level 3: Ask so what is the significance?

23 Evaluating Scaffolding Criteria  Do the ideas should grow in sophistication?  Do the ideas should become clearer from level to level because they are more specific (use more specific micro concepts)?  Did the writers answer their question at each level?  Did the writer avoid using impacts, influences, affects?  Are the verbs active and present tense?  Are the ideas based in fact? (Use “often,” “can,” and “may” if not true all the time, but still important)?  Are the ideas developmentally appropriate?

24 Level II Generalizations To scaffold a Level 1 generalization to Level 2 ask “how?” or “why?” Level 1 –Government policies are influenced by societal norms. How are governmental policies influenced by societal norms? Level 2 –Governmental policies differ based on time, place, values, and beliefs.

25 Level III Generalizations To scaffold a Level 2 generalization to Level 3 ask “so what?” Level 2 –Governmental policies differ based on time, place, values, and beliefs. So what? What is the significance or effect that these factors have on governmental policies? Level 3 –The more a country’s people participate in the political process, the more the Governmental Policies should benefit the General Welfare over the welfare of Interest Groups.

26 Part II: Purpose & Expected Outcomes You will be able to:  Develop generalizations to support a unit.  Make modifications to strengthen generalizations.  Write guiding questions that lead students to inductively arrive at the generalizations.  Learn how to develop performance tasks to assess understanding.  Identify the non-negotiable components of effective concept-based instruction.  Determine next steps for your district/school to begin designing concept-based units of instruction.


28 Guiding/Essential Questions Guide student thinking through the factual material to inductively arrive at the generalization Can be factual, conceptual, or provocative (debatable) Engages student interest and intellect Promotes discussion and debate Promotes inquiry Each generalization should have 3-5 questions A unit may have 2-3 provocative questions for the entire unit.

29 Factual Questions Locked in time, place, or situation These questions can transfer over time and space. These questions have no right or wrong answer and should stir debate. Conceptual Essential Questions Provocative Essential Questions

30 An Example – Kindergarten Unit Topic: Who are we? Conceptual Lens: Culture and Change Unit Overview: Who we are is ultimately a reflection of where we come from, what we are raised with, and the experiences that change our lives. In this unit, students will learn about the factors that shape their young lives and the ways that people, places, and things can change over time, remaking who we are. Generalizations: Who we are is shaped by our culture and can change over time. 1.What is a timeline? (F) 2.How does environment impact culture? (C) 3.Is it important to always be the same as everybody else ? (P) 4.What is the relationship between environment, culture, and community? (C) 5.How is your culture the same as and different from other people’s culture? (F) 6.What are some ways that people can change who they are? (F)

31 An Example – 6 th Grade Unit Topic: Historical Foundations of Contemporary Societies Conceptual Lens: Patterns and Influence Unit Overview: A variety of factors influence the way that people lived and interacted in the past. Events and ideas from the past continue to shape contemporary societies. Those events and ideas often form patterns that help us understand not only the past, but the present as well. In this unit we will examine the historical foundations of contemporary societies around the world. Generalizations: Exploration, innovations, and inventions often bring regions into contact with one another and result in the movement of people, goods, and ideas. 1.What innovations and ideas enabled European nations to engage in trans-Atlantic exploration? (F) 2.In what ways can economic goals affect government actions and individual rights? (C) 3.What is the economic impact of emigration on a society? (C) 4.In what ways does demand for natural resources fuel exploration? (C) 5.Why was gold such a desirable resource for nations of Europe during the Age of Exploration? (F) 6.How is the need for oil affecting the way that nations in South America and Europe participate in the global economy? (F)

32 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. 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? (F) 2.How might fear affect political or government action? (C) 3.Is the restriction of civil liberties ever justified? (P) 4.How have both the Red Scare and the Patriot Act impacted the constitutional rights of U.S. citizens? (F) 32

33 Steps 8-9

34 Begin with the end in mind (KUD) and work toward assessing for understanding. Identify the desired results (KUD – Know/Understand/Do). Design meaningful performance tasks that meet critical KUD’s. Develop effective criteria to evaluate the results. Assessing for Understanding K U D Step 10


36 Developing The Performance Tasks Student Performances: Reflect the most important  Understand (Generalizations),  Know (Factual Knowledge), and  Able to Do (Skills) of the unit. Student Performances are the assessment evidence of mastery.  Student Performances are not simple “activities.” Performance Tasks: Provide students with opportunities to actively demonstrate understanding of concepts, generalizations and content in the standards and unit.

37 The Components To Developing Performance Tasks Performance Task Template [What] Topic [Why] Generalization(s) [How] Student Performance

38 Here’s A Performance Task Example What: As one of a team of cultural anthropologists, analyze the interactions of the early European settlers and American Indians. Why: In order to understand that: Interaction between different groups ma lead to cultural diffusion. How: Research one aspect of early Native American Indian and European culture (history, arts, religion, government, daily living, land use...) before and after the interaction between the groups. Drawing from your research, write a case study describing the obvious impacts or influences that these merging cultures have had on each other over time. As one member of the anthropological team, present an insightful and powerful speech to the state historical society, using visuals or multi-media, detailing the positive and negative lessons to be learned from the historical study of merging cultures.

39 R= Role A= Audience F =Format T= Topics S= Strong verbs and adjectives WHAT:__(Unit Title)________ Why:__(Enduring Understanding(s)_____________ HOW:_Performance (RAFTS)___________________

40 III. Implement the design in a lesson. Ask:  What LEARNING EXPERIENCES and INSTRUCTIONAL STRATEGIES will enable students to achieve the desired results?  What enabling KNOWLEDGE (facts & concepts) and SKILLS (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?  What ACTIVITIES will equip students with the needed knowledge and skills? Developing Learning Experiences & Instruction Step 11

41 Developing Learning Experiences 1.Determine the knowledge and skills that students will need to be successful in independently completing the Culminating Performance Task; then… 2.Design Student Learning Experiences to prepare students with the knowledge and abilities to be successful on the Culminating Task. 3.Do the Correlations of Student Learning Experiences, by number, to the GENERALIZATIONS, KNOW, and KEY SKILL components developed earlier in the unit. This correlation makes certain that the unit has coherence as well as adherence to what you want students to KNOW, UNDERSTAND, and be able to DO. Developing Learning Experiences & Instruction

42 Suggested Learning Experiences/Instructional Activities 1. 2. 3. 4. 5. 6. 7. Endur. Unders. Know Key Skill Correlations Page 4 Research Skills Know cultural diffusion – other key concepts & voc. How to write a case study Expose them to various visuals with Public Speaking Skills Teach how to use multimedia presentations Teach how to use graphic organizers – especially using vocabulary

43 Developing Learning Experiences Using the previous performance task, Make a list of learning experiences that a teacher will need to teach and students will need to learn in order to effectively complete the performance task.

44 Planning Your Next Steps On the wiki, pull up these data documents DPI Recommendations Fidelity Check Action Plan

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