K-12 Social Studies Thomasville November 5, Based+Unit+Planning+and+Design

Today’s Purpose & Expected Outcomes –Understand how to deconstruct the standards to effectively align the standards with instruction and assessment –Examine Instructional Focus Calendars to look for clear alignment and conceptual focus

Effective Social Studies Builds on Conceptual Understanding with factual knowledge Evidence Based Promotes Inquiry Integrates the Disciplinary Strands

Guiding Questions 1)Does your instruction and assessment align with the standards? 2)Have you identified key concept, skills, and factual content that each unit will focus on? 3)Have you identified generalizations that student’s should understand? 4)Does your unit allow students to take an in depth look at a broad topic of study? 5)Does your entire unit sequence consist of Elementary (3-4) Secondary (5-8)

Does your instruction and assessment align with the standards?

Procedural Standards 6.H.1.1 Construct charts, graphs and historical narratives to explain particular events or issues over time. 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. 6.G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena (e.g., migration patterns and population and resource distribution patterns).

Conceptual Standards 6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional monarchy). 6.C&G.1.2 Summarize the ideas that shaped political thought in various civilizations, societies and regions (e.g., divine right, equality, liberty, citizen participation and integration of religious principles). 6.C&G.1.3 Compare the requirements for (e.g., age, gender and status) and responsibilities of (e.g., paying taxes and military service) citizenship under various governments.

[Revised Bloom’s Taxonomy – (RBT)] We Must Know The Standards & What The Standards Expect Students To Be Able To Know, Understand And Do!

The RBT Taxonomy Table…  MUST be a part of your instructional planning  Helps teachers determine which cognitive process and which type of knowledge is to be ASSESSED We Must Know The Standards & What The Standards Expect Students To Be Able To Know, Understand And Do!

Let’s Look At Understanding A Standard Grade 8 Essential Standards 8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island). SUGGESTIONS ONLY of some of the things that a teacher might choose to teach as content examples. The VERB – is Explain, which in the RBT taxonomy requires the learner to be able to show their knowledge and understanding of causes and effects. The CONCEPTS – are migration, immigration, development, colonization, time. migration immigration development colonizationtime The OBJECT OF THE LEARNING - how migration and immigration contributed to the development of North Carolina and the United States

Clarifying ObjectiveCognitive Processes for Understand (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining) Example Classroom Assessment 8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights). Summarize Abstracting a general or major point Watch the following clip: or Study the following images: Classroom Assessment: Summarize in a paragraph of ten sentences or less the democratic ideals of U.S. government described in either the article or video clip. Classroom Assessment Example

Clarifying Objective Cognitive Processes Of Analyze Example Classroom Assessments 8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change (e.g. voting rights and access to education, housing and employment). Differentiating Distinguishing relevant from irrelevant parts or the important from the unimportant parts of material Organizing Determining how elements fit or function within a structure Attributing Determining a point of view, bias or intent underlying material that has been presented After reading a historical account of the Greensboro sit-ins distinguish the major and minor effects of the protest. Read a passage detailing the late 20 th century shift in the economy of Thomasville, NC. Write an outline that shows which facts in the passage support and which facts do not support the conclusion that the decline in the local furniture industry caused by trade agreements of the 1990s. Determine if a report on the Dismal Swamp was written from a pro- environmental or pro-business point of view.

Let’s look at your IFC for World History

Have you identified key concepts, skills, and factual content that each unit will focus on?

GeographyCultureEconomics/ 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  Civilization  Culture  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  National Identity  Imperialism

Have you identified generalizations that student’s should understand? Does your unit allow students to take an in depth look at a broad topic of study?

What is a generalization in concept-based curriculum and instruction? Two or more concepts in a relationship... Concept  CONCEPTUAL IDEAS THAT TRANSFER  DEVELOP “DEEP UNDERSTANDING’’ What do I understand as a result of my study that I can transfer?

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.

Two or more concepts in a relationship... War Resources War may decrease the availability of resources.

Two or more concepts in a relationship... Rules Community Rules allow a community to maintain order. Order

22 Does your unit allow students to take an in depth look at a broad topic of study? Does your entire unit sequence consist of Elementary (3-4) Secondary (5-8)

Sample 8 th Grade - Yearly/Semester Plan Outline UnitUnit TitleClarifying Objectives Conceptual Lens (s) 1 Our Revolution, Our Reaction, Our Reform: Creating the Foundations of Our Legacy of Independence and Strength 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.1, 8.G.1.2, 8.G.1.3, 8.E.1.1, 8.C&G.1.1, 8.C&G.1.2, 8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.3, 8.C.1.1, 8.C.1.2, 8.C Conflict and Compromise: Our Civil War and Resiliency 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.1, 8.G.1.2, 8.G.1.3, 8.E.1.1, 8.C&G.1.1, 8.C&G.1.2, 8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.3, 8.C.1.1, 8.C.1.2, 8.C North Carolina in the New South 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.1, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.1, 8.E.1.1, 8.C&G.1.1, 8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.1, 8.C&G.2.2, 8.C&G.2.3, 8.C.1.1, 8.C.1.2, 8.C The Wild Cats Never Quit in World War I 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.E.1.1, 8.E.1.2, 8.E.1.3, 8.C&G.1.3, 8.C&G.2.2, 8.C&G.2.3, 8.C The Decade that Begins with a Roar and Goes Out with a Crash 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.E.1.1, 8.E.1.2, 8.E.1.3, 8.C&G.1.3, 8.C&G.2.2, 8.C&G.2.3, 8.C In Search of Being a Super Power: WWII – Cold War 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.E.1.1, 8.E.1.2, 8.E.1.3, 8.C&G.1.3, 8.C&G.2.2, 8.C&G.2.3, 8.C Free to Be You and Me 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.3.4, 8.C&G.1.2, 8.C&G.1.4, 8.C&G.2.1, 8.C&G.2.2, 8.C&G.2.3, 8.C.1.1, 8.C.1.2, 8.C.1.3, 8.G.1.1, 8.E North Carolina Emerges as a Leader in the 21 st Century 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.1, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.1, 8.G.1.3, 8.E.1.1, 8.E.1.2, 8.E.1.3, 8.C&G.1.1, 8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.1, 8.C&G.2.2, 8.C&G.2.3, 8.C.1.1, 8.C.1.3

Sample American History II - Yearly/Semester Plan Outline UnitUnit TitleClarifying Objectives Conceptual Lens (s) 1 How The West Was Lost And The Rest Was Won (Passing of the American western frontier, the industrial buildup of America and the scramble to become a world power) USH.H.2.1, USH.H.2.2, USH.H.3.1, USH.H.3.2, USH.H.3.3, USH.H.3.4, USH.H.4.1, USH.H.4.2, USH.H.4.3, USH.H.4.4, USH.H.7.1, USH.H. 7.3, USH.H.8.2, USH.H.8.3, USH.H.8.4 Urbanization and Acquisition 2 What Goes Up Must Come Down (The era from Harding to Hoover. The desired focus will be on the administrations of Taft, Wilson, Harding, Coolidge and Hoover to show how their economic and political decisions or indecisions really hurt the American economy long term and snowballed the U.S. toward a great economic depression. Also, focuses on how the lifestyles of those who benefited from economic decisions of the government as well as those who were hurt by them helped lead the nation into the Great Depression of the 1930s.) USH.H.2.1, USH.H.2.2, USH.H.3.2, USH.H.3.3, USH.H.3.4, USH.H.4.1, USH.H.4.2, USH.H.4.4, USH.H.5.2, USH.H.7.1, USH.H. 7.3, USH.H.8.2, USH.H.8.3, USH.H.8.4 Leadership and Excess 3 Oh What A Tangled Web We Weave! (The successful industrial buildup in America encourages increased international interdependence and sets the stage for the U.S. to eventually have to enter a war they wanted to watch from the side lines, on two occasions –WWI &WWII.) USH.H.2.1, USH.H.2.2, USH.H.3.2, USH.H.3.3, USH.H.3.4, USH.H.4.1, USH.H.4.2, USH.H.4.3, USH.H.4.4, USH.H.5.1, USH.H.5.2, USH.H.7.1, USH.H. 7.3, USH.H.8.2, USH.H.8.3, USH.H.8.4 Cooperation and Consequence 4 Living on the Edge (Origins of the Cold War up through the Counter Culture era) USH.H.2.1, USH.H.2.2, USH.H.4.1, USH.H.4.2, USH.H.4.3, USH.H.4.4, USH.H.5.2, USH.H.6.1, USH.H.6.2, USH.H.7.1, USH.H.7.2, USH.H. 7.3, USH.H.8.3, USH.H.8.4 Power and Change 5 Second Class Citizen in a First Class Nation: Two Americas Collide 1950s – 1970s USH.H.2.1, USH.H.2.2, USH.H.3.2, USH.H.3.3, USH.H.3.4, USH.H.4.1, USH.H.4.2, USH.H.4.3, USH.H.4.4, USH.H.5.1, USH.H.5.2, USH.H.7.1, USH.H. 7.3, USH.H.8.2, USH.H.8.3, USH.H.8.4 Chaos and Accomplishme nt 6 An Era of Lies, Limits and Legacies 1968 – 1980 (Nixon & Watergate, Ford and Carter Administrations, Environmental Activism) USH.H.2.1, USH.H.2.2, USH.H.3.2,, USH.H.3.4, USH.H.4.1, USH.H.4.2, USH.H.4.3, USH.H.4.4, USH.H.5.1, USH.H.5.2, USH.H.6.1, USH.H.7.1 Protocol and Legacy

Sample Civics & Economics Yearly/Semester Plan Outline UnitUnit TitleClarifying Objectives Conceptual Lens (s) 1 Principals and Practice: The Foundations of American Political & Economic Systems CE.C&G.1.1, CE.C&G.1.2,CE.C&G.1.3, CE.C&G.1.4, CE.C&G.1.5, CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.E.1.1, CE.E.1.2, CE.E The American Idea of Constitutional Government CE.C&G.1.1, CE.C&G.1.3, CE.C&G.2.2, CE.C&G.2.3, CE.C&G.2.4 CE.C&G.2.5, CE.C&G.2.6, CE.C&G.2.7, CE.C&G.2.8 CE.C&G.4.2, CE.C&G.4.3, CE.C&G.4.4, CE.C&G.4.5, CE.E.2.3, CE.E Active Citizenship: Local, State, National, & Global CE.C&G.1.4, CE.C&G.2.8 CE.C&G.4.1, CE.C&G.4.2, CE.C&G.4.3 CE.C&G.4.4, CE.C&G.4.5, CE.PFL.2.5, CE.E.1.6, CE.C&G.3. 4 Political & Legal Systems: Balancing Interests CE.C&G.2.4 CE.C&G.2.5, CE.C&G.2.6, CE.C&G.2.7, CE.C&G.2.8 CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4 CE.C&G.3.5, CE.C&G.3.6, CE.C&G.3.7, CE.C&G.3.8, CE.PFL.2.1, CE.PFL.2.2, CE.PFL.2.3, CE.E.3.1, CE.E.3.2, CE.E.3.3, CE.C&G.5.2, CE.C&G.5.3 CE.C&G.5.4 CE.C&G.5.5, CE.C&G Decisions, Decisions, Decisions: Civics, Economics and the Real World CE.C&G.2.1, CE.C&G.2.2,CE.C&G.2.3, CE.C&G.2.4 CE.C&G.2.5 CE.C&G.2.6, CE.C&G.2.7, CE.C&G.2.8, CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.C&G.3.8, CE.C&G.4.4, CE.PFL.2.1, CE.PFL.2.2, CE.PFL.2.3, CE.E.3.1, CE.E.3.2, CE.E.3.3, CE.C&G.5.3, CE.C&G.5.4,CE.C&G.5.5, CE.PFL.1.1, CE.PFL.1.2, CE.PFL.1.3, CE.PFL.1.4, CE.PFL.1.5, CE.PFL.1.6,

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

Factual Questions Locked in time, place, or situation Example: 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. Example: Why do stronger nations conquer weaker nations?

Provocative Essential Questions These questions have no right or wrong answer and should stir debate. Was the New Deal a good deal or a raw deal? Is war ever justifiable? Examples:

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? 2.How might fear affect political or government action? 3.Is the restriction of civil liberties ever justified? 4.How have both the Red Scare and the Patriot Act impacted the constitutional rights of U.S. citizens? 31

American History II Let’s look back at EQs from an IFC

NCDPI Professional Development Resources Concept Based Unit Planning Concept Based Lesson Planning What Does it Mean To Be Literate In Social StudiesWhat Does it Mean To Be Literate In Social Studies The Inquiry Arc: Preparing Students to Be College, Career, and Civic ReadyThe Inquiry Arc: Preparing Students to Be College, Career, and Civic Ready Disciplinary Literacy

Primary Source Resources NC Wise Owl Library of Congress Documenting the American South Documents for the Study of American History National Humanities Center Reading like a Historian Fordham University