Welcome World History Teachers! Pre- Planning ------------------------------------------- July 24, 2018

Level One Asks students to recall: Facts Terms Concepts Trends Level 1

Level Two Asks students to: Level 2 Apply a SKILL/CONCEPT Use information or conceptual knowledge Compare desert and tropical environments Explain the cause-effect of historical events Level 2

Level Three Asks students to apply: Strategic Thinking…. Level 3 Reasoning Developing a plan More complex and abstract Students must justify responses Compare consumer actions and analyze how these actions impact the environment Propose and evaluate solutions for an economic problem Level 3

Level Four Asks students to apply: Level 4 Extended Thinking Requires an investigation Collection of data and analysis of results Often occurs over an extended period of time Gather, analyze, organize, and interpret information from multiple sources to draft a reasoned report Analyze and explain multiple perspectives or issues within or across time periods, events or cultures

Let’s De-Construct! For this activity, our ultimate purpose is to identify the level of cognitive demand of the standard, to ensure that learning tasks or activities meet the expectation of the standard.

Let’s De-construct EXAMINE WORDING OF STANDARD IDENTIFY KEY VOCABULARY Step 1 EXAMINE WORDING OF STANDARD Step 2 IDENTIFY KEY VOCABULARY Step 3 DETERMINE CONCEPTS & SKILLS STUDENTS WILL NEED TO KNOW, UNDERSTAND & BE ABLE TO DO Step 4 CREATE LEARNING TARGET(S) Step 5 SHOW HOW A STUDENT MIGHT DEMONSTRATE LEARNING Step 6 IDENTIFY LEVEL OF COGNITIVE DEMAND

Example: Examine Wording Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence.

Example: Key Academic Vocabulary Key Vocabulary Proclamation of 1763 Stamp Act Intolerable Acts Sons of Liberty Daughters of Liberty Committees of Correspondence Taxation without Representation Repeal

Example: Concepts & Skills Based on the standards, what does the student need to know, understand, and be able to do? Example: What is the Proclamation of 1763 and why was it written? What is the Stamp Act and why was it enacted? What are the Intolerable Acts and why were they enacted? What did the Sons and Daughters of Liberty accomplish? Why were the Committees of Correspondence formed?

Example: Develop Learning Targets Student friendly “I can…” statements. Example: I can explain how the colonists responded to British actions such as the Proclamation of 1763, Stamp Act, Intolerable Acts, Sons and Daughters of Liberty and Committees of Correspondence.

SSWH2 Identify the major achievements of Chinese and Indian societies to 500 CE/AD. Based on the standards, what does the student need to know, understand, and be able to do?

Key Terms

I can Identify the major achievements of Chinese and Indian societies to 500 CE/AD.

Questions?

Planning for Success

Curated resources for YOUR grade level/band Link to the Henry Teaching & Learning Standards AND Learning Progressions Resources to support your instruction

Instructional Planning with a Purpose… Standards Elements Clear learning targets Balanced and personalized instruction/learning activities Formative assessment Summative task Differentiation Interdisciplinary Appropriate Technology Integration

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