1. “The qualifications for self-government in society are not innate. They are the result of habit and long training.” Thomas Jefferson, 1824.

2. The Persistent Issues in History Framework Civil Rights Unit: Separatist group presentation of argument: “What should be done to promote greater social justice (1968)?” What is different? link

3. PIH Curriculum Design Principles 1.Scaffolded Instruction 2.Authenticity 3.Multiple Intelligences 4.Effective Collaboration

4. PIH Curriculum Design Principles Scaffolded Instruction All students can perform at a higher level with appropriate structure and support

5. 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

6. 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.”

7. PIH Curriculum Design Principles Multiple Intelligences Verbal-Linguistic Logical-Mathematical Visual-Spatial Body-Kinesthetic Musical-Rhythmic Interpersonal Intrapersonal

8. PIH Curriculum Design Principles Multiple Intelligences Richness & Complexity of Tasks Multiple activities Multiple media Multiple perspectives

9. 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

10. PIH Curriculum Design Principles Group Unit Overview

11. Purposeful, Motivating Unit Design A Model for PIH Units 1.A Central, Focusing Question 2.An Introductory Grabber 3.Deep, Rich Content 4.Multiple Perspectives & Ways of Knowing 5.Culminating Activity

12. A Model for PIH Units 1.A Central, Focusing Question 2.An Introductory Grabber 3.Deep, Rich Content 4.Multiple Perspectives & Ways of Knowing 5.Culminating Activity

13. Unit Focus Container (Topic) or Backbone (Enduring Question) Central Question Culminating Activity Lesson One Lesson Two Lesson Three Lesson Four

14. PIH Curriculum Organization: Persistent Issue:Representative TopicsTopic-Specific Issue: When are citizens justified in resisting governmental authority? American Revolution English Civil War Palestinian Intifada Revolution: Were the colonists justified in revolting from Great Britain? What actions are justified in the interest of national or community security? Native Americans Chinese Ming Dynasty Isolationism Rise of Fascism Native Americans: Were European-American policies toward Native Americans justified? When are nations justified in intervening in the affairs of other countries? Crusades War of 1812 Vietnam Vietnam War: Should the U.S. be praised or condemned for its foreign policy toward Vietnam? What policies should the government pursue to promote social and economic justice? Reconstruction Irish Potato Famine New Deal New Deal: What should the government do to protect the public interest in a free market economy?

15. A Model for PIH Units 1.A Central, Focusing Question 2.An Introductory Grabber 3.Deep, Rich Content 4.Multiple Perspectives & Ways of Knowing 5.Culminating Activity

16. 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

17. Unit Focus Central Question Backbone Central Question Culminating Activity Lesson One Lesson Two Lesson Three Lesson Four

18. A Model for PIH Units 1.A Central, Focusing Question 2.An Introductory Grabber 3.Deep, Rich Content 4.Multiple Perspectives & Ways of Knowing 5.Culminating Activity

19. Why does it matter? The “Grabber” How can I demonstrate that this is connected to my students’ lives and concerns?

20. 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? Keeping it Real

21. Introductory Grabber Central Question: Should the power of the Supreme Court be limited?

22. Brainstorming Unit Content & Experiences What do students need to successfully accomplish the culminating activity and address the central question?

23. A Model for PIH Units 1.A Central, Focusing Question 2.An Introductory Grabber 3.Deep, Rich Content 4.Multiple Perspectives & Ways of Knowing 5.Culminating Activity

24. A Model for PIH Units Authenticity: Beyond the TextbookBeyond the Textbook Rich material Real people Real-life tasks

25. 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?

26. 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

27. Dissecting A Simple Model Unit: The American Revolution Lesson 1: Introducing the Question Grabber Hypothesis Formation Limit Investigation Categories Preview Unit Activities

28. 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

29. 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

30. 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

31. 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?

32. A Model for PIH Units: G. Washington Engaging Student Interest

33. A Model for PIH Units: G. Washington Introducing The Central Question

34. A Model for PIH Units: G. Washington Broadening The Issue

35. A Model for PIH Units: G. Washington Lesson 2: The National Bank IssueThe National Bank Issue

36. A Model for PIH Units: G. Washington Lesson 2: The National Bank IssueThe National Bank Issue Competing Arguments Multiple ways of knowing Collaboration