The Essential Standards Part 2

What we doing today…… Morning A quick review of the Standards Feedback about the new Curriculum The wiki (an update and overview) Session with DPI (Heather Mullins) 10.15-11.30 Conceptual Lens Afternoon Unit Development Session with grade levels and unit development activity

Build a plane http://www.youtube.com/watch?v=L2zqTYgcpfg

The Essentials….. http://livebinders.com/play/play_or_edit?id=112587

The new curriculum…… The Good, the Bad and the Ugly???

The Wiki http://catawbasocialstudies.wikispaces.com/

So, what are you trying to accomplish by this paradigm shift in how we do things? http://www.youtube.com/watch?v=EXR9Ft8rzhk&feature=related http://www.youtube.com/watch?v=lBYrKPoVFwg

Conceptual Lens

The new Standards move us to the Conceptual model. Move away from 2-dimensional topic based model Move toward a 3-dimensional model of Thinking Process & Skill Factual Content Factual Content Process & Skill Concepts & principles

The Conceptual Lens Traditional Standards and Curriculum… are topic-based and focused mostly on the facts History: Colonial Era, Lost Colony, American Revolution, American Civil War Cultural Geography: South America and Europe, Swahili, Aborigines, Buddhism Civics & Economics: American Revolution, U.S. capitalism, Brown vs. Board of Education, mercantilism

Concepts are…… • Timeless • Universal • Transferable • Abstract and broad (to various degrees) • Examples share common attributes • Represented by 1-2 words

Conceptual Standards and Curriculum… are concept-based and focused on “transferable ideas” History: continuity and change, leadership, revolution, war, conflict Cultural Geography: climate change, location, resources, environmental challenges, human migration, cultural development Civics & Economics: scarcity, justice, freedom, authority, trade

Activity: From Concepts to Generalizations 4.H.1.3 Explain how people, events, and developments brought about changes to communities in various regions in North Carolina. What are the concepts that you would teach from this standard? From the concepts, write a generalization or essential understanding.

Generalizations: U.S. Westward Movement People migrate to meet a variety of needs. Migration may lead to new opportunities or greater freedom. • Migration • Opportunity • Needs • Freedom Early American settlers migrated west. Early American settlers looked for new opportunities.

Micro v Macro Concepts

MACROCONCEPTS…. Interdisciplinary Gives us breadth Change and Continuity Interdependence Conflict and Cooperation

MICROCONCEPTS Discipline-specific Give us depth Rule of Law Settlement Patterns Trade Cultural Diffusion

Macro vs. Micro Concepts Environment Culture Supply & Demand Movement System Civil War

Looking at a topic through a “conceptual lens” engages the personal intellect and emotions of the student… deeper level of understanding, retain the factual information because it has relevance, and it builds motivation and ownership.

The Power of Conceptual Lens Activity Continuity & Change Influence Power & Authority Systems Conflict Interdependence

The Thinking Classroom……. http://www.teachertube.com/viewVideo.php?video_id=108544&title=Thinking_Skills_in_Anatomy_Class

YOUR TURN… Decide upon a Conceptual Lens for a unit on the American Revolution and be prepared to explain how it will engage student inquiry. Conceptual Lens:_________________ Topic: The American Revolution

Unit Development

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.

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 9/19/2018 • page 28 28

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

Your Turn….. Now you are going to create units of study that you could possibly teach next year. You will want to pair with people on your grade level and/or your school.