K-12 Social Studies Unit Development Training Day 2

Revisit Our Ground Rules Trust the Process Participate Fully Limit side-bar conversations Respectfully Disagree

Challenges Ah Ha Moments!

K-12 Social Studies Unit Development Training Day 2

Purpose & Expected Outcomes: Day Two You will be able to: Use the unit web process to unpack the standards and identify the sub concepts and subtopics in the standards that are most important Write generalizations that represent the big ideas or essential understandings of a unit Write guiding questions that lead students to inductively arrive at the generalizations Discuss next steps for your district/school to begin designing concept-based units of instruction.

Integrated, Intra-/Interdisciplinary Approach K-12 SOCIAL STUDIES CURRICULUM Arts Education English/ Language Arts English Language Development Healthful Living Information & Technology Skills Mathematics Science World Languages http://www.jigsawplanet.com/?rc=play&pid=0e9011bef5ce

Organizing Standards As Units Of Instruction It’s A Process! Step 1: Start with the Essential Standards. Step 2: Deconstruct the Essential Standards and the Clarifying Objectives. (Unpacking Documents) Step 3: Create an outline of units you may teach for the entire year/semester. Step 4: Create a Concept/Content web. Step 5: Write understandings/generalizations Make sure to indicate that these are just a few of the steps. You may want to refer to the concept-based book at some point. Maybe, add an image. And, you can also indicate that chapter 4 of the book is a good start. Developing local curricula is a process. If you elect to organize standards as units of instruction this will become your local curriculum and will take time to develop. Here are some suggested steps to help get you started in the process. These steps are based on the work of Dr. H. Lynn Erickson in her book, Concept-Based Curriculum and Instruction for the Thinking Classroom and are the steps that connect to the unpacking document that was development by NCDPI. Important note: These are not all the steps that will get you to the development of a complete unit. The K-12 Social Studies Section at DPI will provide additional training and support during subsequent social studies leadership sessions.

The Process Image for a moment what your perfect classroom would look like. Give participants a chance to think about this and respond as a whole group. Now here’s what a thinking classroom looks like.

Let’s Think About… What is a concept-based curriculum and instruction framework? How do we develop thinking students? How can we move from a two-dimensional to a more effective three-dimensional model for curriculum and instruction. What do thinking classrooms look like? How do we organize the new Essential Standards into coherent and aligned units of instruction? How do we scaffold thinking from lower to higher levels? How do we write guiding questions that “path” students’ thinking from lower to higher levels?

Organizing Standards As Units Of Instruction It’s A Process! Step 1: Start with the Essential Standards. Step 2: Deconstruct the Essential Standards and the Clarifying Objectives. (Unpacking Documents) Step 3: Create an outline of units you may teach for the entire year/semester. Step 4: Create a Concept/Content web. Step 5: Write understandings/generalizations Make sure to indicate that these are just a few of the steps. You may want to refer to the concept-based book at some point. Maybe, add an image. And, you can also indicate that chapter 4 of the book is a good start. Developing local curricula is a process. If you elect to organize standards as units of instruction this will become your local curriculum and will take time to develop. Here are some suggested steps to help get you started in the process. These steps are based on the work of Dr. H. Lynn Erickson in her book, Concept-Based Curriculum and Instruction for the Thinking Classroom and are the steps that connect to the unpacking document that was development by NCDPI. Important note: These are not all the steps that will get you to the development of a complete unit. The K-12 Social Studies Section at DPI will provide additional training and support during subsequent social studies leadership sessions.

Once you have outlined the units for the year or semester, begin the integration of concepts and topics by identifying which strands of social studies are integrated as well as other subject areas that will be included in the unit of study. Another mechanism to brainstorm. This is a really good way to help teachers make connections to each of the strands and to make generalizations. Every strand will not always be represented nor will you always have connections to each discipline and content area. Step 4

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Step 4 THIRD GRADE SAMPLE CIVICS & GOVERNMENT MATHEMATICS (3.C&G.2.1, 3.C&G.2.2) citizenship community roles leadership rules and laws MATHEMATICS number sense coordinate grids data collection GEOGRAPHY & ENVIRONMENTAL LITERACY (3.G.1.1, 3.G.1.3) location place population distribution movement adaptation environment change region ECONOMICS & FINANCIAL LITERACY (3.E.1.1, 3.E.1.2, 3.E.2.1, 3.E.2.2) needs and wants supply and demand scarcity goods and services division of labor economic decision-making entrepreneurship consumer Unit Title HOW DO WE MEET OUR BASIC NEEDS INFORMATION & TECHNOLOGY SKILLS word processing communication internet calculators technology tools ENGLISH/LANGUAGE ARTS point of view setting theme narrative GUIDANCE problem solving compromise collaboration cooperation choice

Step 4 Civics & Economics Sample ECONOMICS & PFL UNIT TITLE CIVICS & GOVERNMENT Salutary Neglect Constitutional Democracy U.S. Constitution N.C. Constitution Federalism Compromise Judicial Process Civic Participation Rights Responsibilities Step 4 Civics & Economics Sample HISTORY Declaration of Independence American Revolution Federalist/Anti-Federalist Debates Democracy Conflict Government Whiskey Rebellion UNIT TITLE The American Idea of Constitutional Government ECONOMICS & PFL Protectionism Trade Economic Features Interdependence Trade Restrictions Investment Financial Planning GEOGRAPHY & ENVIORNMENTAL LITERACY Region Environment INFORMATION & TECHNOLOGY SKILLS Technology Technology Tools Research Ethics Safety Data and information E-books Online communication tools OTHER SUBJECT AREA: ENGLISH Writing Reading Debate/Argument Research OTHER SUBJECT AREA: MATH Graphing Data Collection Note: Concepts have been highlighted in blue font. Topics are in black.

Webbing Process Step 1: Place your unit topic in the center circle Step 2: Identify the SCOS Objectives that support your unit of study. Step 3: Identify, by strands, the concepts that will be taught in the unit Step 4: Identify topics that will be taught to support the concepts Use this slide to also just simply keep the things criteria before the learner. Just a reminder before going into the next phase of the learning. Now that we have some draft unit titles, we want to begin to think about how to develop the units. How do we identify a conceptual lens and concepts that give relevance to the unit of study? Remember that a concept is…..

Personal Financial Literacy Geography Culture Economics/ Personal Financial Literacy Civics and Government History Place Region Location Movement Human-Environment Interaction Physical Environment Landforms Water forms Geographic Patterns Settlement Patterns Civilization Migration Religion Language Ethnicity Society Diversity Values & Beliefs Needs/Wants Scarcity Resources Costs Standard of Living Market economy Markets Trade Exchange Supply and Demand Politics Limited Government Citizenship Rule of Law Political Action Political System National Identity Individual Rights Power Freedom Change Continuity Patterns Conflict Cooperation Revolution Leadership Invasion Conquest Colonialism War Imperialism Fay Concept/Strand Activity Use this chart to classify 3-5 concepts that are given to groups (Macro/micro examples) Have groups infer additional concepts for each strand. Use examples of conceptually based standards/objectives to have groups generate their own understandings/generalizations. (just for visual effect – hard copy in folder) Social Studies Concepts that are strand specific (Combines two organizational components—strands and concepts) Provide hard copy to attendees. Macro Concepts that can occur in all strands—Change & Continuity Micro Concepts that are strand specific—scarcity, supply & demand in Economics K-12 application of social studies concepts: Next slide

Your Turn! Now, select a unit from your yearly plan and start the webbing process.

Writing Generalizations * Essential Understandings * Enduring Understandings * “Big Ideas”

GENERALIZATIONS ARE SUMMARIES OF THOUGHT “WHAT ENDURING UNDERSTANDING DO I HAVE AS A RESULT OF THIS UNIT OF STUDY?” The Lessons of Social Studies Nations may engage in war to protect their national interests and those of their allies. What can we learn about war that transfers across time, place, & cultures. Nations may go to war to protect their national interest and those of their allies.

GENERALIZATION= Enduring Understanding Two or more concepts in a relationship... Concept Concept • CONCEPTUAL IDEAS THAT TRANSFER • DEVELOP “DEEP UNDERSTANDING’ • CONCEPTUAL IDEAS THAT TRANSFER • DEVELOP “DEEP UNDERSTANDING’ 70 21

Generalizations Generalization Guidelines: Full sentence statements, describing what, specifically, students should understand about the critical concepts in the lesson Generalization Guidelines: No proper or personal nouns or pronouns Use a present tense verb Show a relationship between at least two concepts Transferable idea that is supported by the factual content Uses a qualifier (often, can, may)

Two or more concepts in a relationship... TOPIC: CULTURES AROUND THE WORLD Two or more concepts in a relationship... Traditions Family CULTURAL CONNECTIONS Families practice traditions differently. 70 23

TOPIC: CULTURES AROUND THE WORLD Nation Values CULTURAL, CIVICS & GOVERNMENT CONNECTIONS Cultural values may divide nations. 70 24

TOPIC: CULTURES AROUND THE WORLD CULTURAL & GEOGRAPHIC CONNECTIONS Society Cultural Diffusion Traditions CULTURAL & GEOGRAPHIC CONNECTIONS Cultural diffusion may negatively alter the indigenous traditions of a society. 70 25

To Be or Not to Be… In the following slides, select whether each statement is a generalization or not.

How does the environment change over time and what are the reasons for this change? Generalization Not a Generalization

Wartime bombing decreases resource availability. 1 minute

The physical environment of a region may be altered due to limited resources and human environment interaction.

Great Britain’s implementation of naval and aeronautic technology changed the course of World War Two in favor of the Allies. 1 minute

Great Britain’s implementation of naval and aeronautic technology changed the course of World War Two in favor of the Allies. Let’s change this to a generalization. What topic is addressed in this statement?

The Structure of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT TOPIC F A C T The student understands that .... 3 2 1 Great Britain’s implementation of naval and aeronautic technology changed the course of World War Two in favor of the Allies. World War II

The Structure of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT TOPIC F A C T The student understands that .... 3 2 1 World War II Great Britain’s implementation of naval and aeronautic technology changed the course of World War Two in favor of the Allies. World War II

The Structure of Knowledge 3 The student understands that .... PRINCIPLES & GENERALIZATIONS CONCEPT TOPIC F A C T change alliance 2 war/warfare technology 1 World War II Great Britain’s implementation of naval and aeronautic technology changed the course of World War Two in favor of the Allies. World War II

The Structure of Knowledge The student understands that .... PRINCIPLES & GENERALIZATIONS CONCEPT TOPIC F A C T 3 The introduction of new technology may change the course of war. change alliance 2 war/warfare technology 1 World War II Great Britain’s implementation of naval and aeronautic technology changed the course of World War Two in favor of the Allies. World War II

For Example: Clarifying Objective: 3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions, community, state, nation and world. “Essential Understanding” / Generalization / “Big Idea”: The student will understand that: The physical and human geography of a place contributes to the identity of a region, community, state, nation or the world. PRINCIPLES & GENERALIZATIONS CONCEPT TOPIC F A C T As you begin to deconstruct or unpack the new standards, you may want to begin by identifying the concept in the standards such as the example you see here. Then, think about the relationship between and among the concepts. What do you want students to understand from this standard? You should arrive at a generalizations such as…. This may be a major paradigm shift for some in the way that teaches teach and students learn. A concept-based teacher is idea-centered rather than a topic-based teachers that is focused only on covering topics by checking off facts to be memorized. This is a very difficult process for some and will take some getting use to. So as you plan for what professional development is needed in your district, understanding the conceptual structure of the standards may be at the top of your list.

Now, write generalizations for your own unit. Your Turn! Now, write generalizations for your own unit.

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

Lessons of Social Studies, Relationship Among Concepts that transfer Statements of Thought Enduring Understandings (Generalizations) Culture: 1. Diverse groups contribute to cultural, social, economic and political development of a nation. 2. Cultural expressions can reveal the values, lifestyles, beliefs and struggles of diverse ethnic groups. Technology Society Change Competition Needs Conflict Culture Political System Resources History: 3. Certain times and conditions can encourage the development of leadership in individuals. 4. The rights of groups within a democratic society can change over time. Geography: Region 5. Physical environment affects settlement patterns. 6. Physical environment can determine the way that people meet basic needs like food and shelter. Fay Government/Civics: 7. Governments are structured to address the basic needs of the people. 8. A nation’s founding documents reflect its principles. Relationship Among Concepts that transfer

Writing Guiding Questions After you have written your generalizations for a unit. You should questions of different types (factual, conceptual, or provocative) that guide student thinking from concrete to abstract levels. (p.72)

Guiding or Essential Questions Guides 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.

Factual Questions Locked in time, place, or situation 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?

Conceptual Essential Questions These questions can transfer over time and space Why do stronger nations conqueror weaker nations?

Provocative Essential Questions These questions have no right or wrong answer and should stir debate Can a nation have too much wealth? Is war ever justifiable?

You decide…. How did native peoples in Europe and South America use and adapt to their environment? Factual Conceptual Provocative

You decide…. Is economic stability in Africa possible? Factual Conceptual Provocative

You decide…. How can immigration present both advantages and disadvantages for people moving to a new region or nation? Factual Conceptual Provocative

An Example – 6th Grade (2006 SCOS) 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 in Europe and South America.. Generaizations: Exploration, innovations, and inventions often bring regions into contact with one another and result in the movement of people, goods, and ideas. What innovations and ideas enabled European nations to engage in trans-Atlantic exploration? (C) In what ways can economic goals affect government actions and individual rights? (C) What is the economic impact of emigration on a society? (C) In what ways does demand for natural resources fuel exploration? (C) Why was gold such a desirable resource for nations of Europe during the Age of Exploration? (F) How is the need for oil affecting the way that nations in South America and Europe participate in the global economy? (F)

An Example – USH Unit Topic: Conceptual Lens: Power & Conflict 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? (F) How might fear affect political or government action? (C) Is the restriction of civil liberties ever justified? (P) How have both the Red Scare and the Patriot Act impacted the constitutional rights of U.S. citizens? (F)

Practice Writing Essential Questions Choose one of your generalizations and write one of each type of guiding question. Factual Conceptual Provocative Post on chart paper & report out.

Day 2 Exit Ticket In the Intel Community, access the “Resource Page": Complete the session evaluation form. We appreciate your attentiveness and contributions to today’s session. As an exit ticket, we would like for you to visit our online community to get a better feel for the neighborhood! Login to engage.intel.com Access “Your Stuff” and your groups Enter NC Social Studies group Once you have access to the site, find the “documents” tab and open the document entitled “June 27-29 Asheville Summer Institute” Find the documents tab and open the June 27-29 Asheville Summer Institute Plus/Delta chart Enter feedback Link to Zoomerang survey at the end of the Plus/Delta Chart to capture content-specific understanding

Presentation images were taken from Microsoft Clipart and Flickr with the exception of those specifically sited on a particular slide. Additional Resources: to be put into the community. Wall wisher-free web 2.0 tool for post it notes.