SOCIAL STUDIES HARNETT COUNTY SCHOOLS * GRADES 9-12

WHY DO WE WANT STUDENTS TO BEGIN SEEING THINGS THROUGH A CONCEPTUAL LENS? View Music Video

CHANGE #1 THE NEW SOCIAL STUDIES ESSENTIAL STANDARDS ARE WRITTEN USING THE REVISED BLOOM’S TAXONOMY Provides the cognitive framework used for all of the North Carolina Essential Standards Provides common language for all curriculum areas Use of one verb in a standard/objective

Slide Adapted from Arter, Judy, Jan Chappuis, Stephen Chappuis, and Richard Stiggins. Classroom Assessment for Student Learning: Doing It Right-Using It Well. Educational Testing Service, REVISED BLOOM’S TAXONOMY USES THE 25 VERBS BELOW. Do not add to the 25 verbs When you begin adding the specificity needed in identifying the cognitive behavior and use of a common language loses its fidelity.

6 This two dimensional table is used to help determine the type of knowledge and targeted cognitive behavior of a standard.  The knowledge dimension tells you the type of knowledge that the standard wants the student to acquire.  The cognitive dimension tells you the verb which, in turn, informs you of what the student is supposed to do with the type of learning.  The majority of the total K-12 clarifying objectives have been written to the understand level of RBT and at a level of conceptual knowledge.

CHANGE #2 THE NEW SOCIAL STUDIES ESSENTIAL STANDARDS ARE ORGANIZED AROUND FIVE (5) CONCEPTUAL STRANDS In order to develop fewer standards, which was the charge from the NC State Board of Education, NC SS consolidated the 10 national thematic strands 5 conceptual strands. The strands provide a framework by which to organize concepts, generalizations and critical content that are important for understanding the disciplines of social studies.

NATIONAL THEMATIC STRANDS

CHANGE # 3 THE NEW SOCIAL STUDIES ESSENTIAL STANDARDS ARE WRITTEN TO A CONCEPTUAL FRAMEWORK The old standards and curriculum are topic-based and are written to focus primarily on facts. The new conceptually-written standards and curriculum are broadly stated and focus on concepts and transferable ideas. The topics and facts still have to be taught; however, the new essential standards are designed to move beyond the topics and facts to focus on conceptual ideas and generalizations that transfer.

WHAT IS CONCEPT-BASED CURRICULUM AND INSTRUCTION? The Concept-Based Curriculum & Instructional Framework is a three-dimensional design model that allows teachers to identify what is important for students to know, understand, and be able to do in a organized, planned unit of instruction that promotes student engagement and thinking. During instruction, teachers use concepts as a tool to help students see patterns and connections between facts and related ideas in order to reach a deeper understanding of the content.

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THE BRAIN DOES NOT AUTOMATICALLY SEE THE BIG PICTURE (CONCEPTS) Movement? Conflict?

MEMORIZING FACTS ALONE DOES NOT HELP STUDENTS SEE THE BIG PICTURE

From Teaching & Learning Topically To Teaching & Learning Conceptually The Paradigm Shift: Conceptual Focus

Traditional Standards and Curriculum… are topic-based and focus 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

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

The Structure Of Knowledge People migrate to meet a variety of needs. Migration may lead to new opportunities or greater freedom. Migration Opportunity Needs Freedom U.S. Westward Movement Early American settlers migrated west. Early American settlers looked for new opportunities. PRINCIPLES & GENERALIZA TIONS TOPIC

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

TOPICS … Organize a set of facts related to specific people, places, situations, or things.  Do not transfer  Locked in time, place, or situation

Environment C Manifest Destiny T Computer Age T Great Depression T Culture C Supply and Demand C Movement C System C Civil War C 11/19/2015 page 21 PRACTICE ACTIVITY: CONCEPT VS. TOPIC? KEEPING IN MIND THE ATTRIBUTES ON THE PREVIOUS SLIDE DECIDE IF THESE WORDS ARE CONCEPTS OR TOPICS. Environment Manifest Destiny Computer Age Great Depression Culture Supply and Demand Movement System Civil War

ACTIVITY- Look at the following images. Indicate if these images can be associated with the 1950s, 1960s, 1970s, or 1980s. 22

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11/19/2015 page 30 The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT

11/19/2015 page 31 The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT TOPIC WHO?WHAT?WHEN? WHERE? WHY?HOW? FACTFACT

11/19/2015 page 32 The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT TOPIC: POST WORLD WAR II (COLD WAR) FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT

11/19/2015 page 33 The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CHANGE TOPIC FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT

11/19/2015 page 34 PRINCIPLES & GENERALIZATIONS CONCEPT TOPIC FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT FACTFACT The Structure Of Knowledge Students will understand that: Social movements may impact the choices made by people. The “foundational truths” of a discipline.

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Looking at a topic through a “conceptual lens” engages the personal intellect and emotions of the student so that they… gain a deeper level of understanding retain the factual information because it has relevance are motivated to take ownership of their learning

The American Media

PERSUASIVE FORCE PERSUASIVE FORCE

INNOVATION

PERSPECTIVE PERSPECTIVE

DECIDING ON A CONCEPTUAL LENS  Supports Unit Title  Provides Direction for Thinking

WRITING GENERALIZATIONS Generalizations = * Essential Understandings * Enduring Understandings * “Big Ideas”

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47 What does this look like in Harnett County?

48 Timeframe: How many days with this unit take? Project Goals and Description of Unit: Learning Experiences: Key Vocabulary for the Unit: (think back to the DPI support documents that gave a detailed list of vocab since that is no longer provided to us) Facilitator’s Role: Unit Assessment: Notes and additional information that would be helpful to someone who is teaching this unit Describe each of the following as related to the unit

UnitUnit Title Clarifying Objectives Concepts 1 How Do We Meet Our Basic Needs? 3.C&G.2.1, 3.C&G.2.2, 3.G.1.1, 3.G.1.3, 3.E.1.1, 3.E.1.2 Needs and Wants, Scarcity, Supply and Demand, Citizenship, Community Roles 2 Where in the World are You? 3.G.1.1, 3.G.1.2, 3.G.1.3, 3.G.1.4, 3.G.1.5, 3.H.1.1, 3.H.1.2, 3.H.1.3, 3.C.1.1, 3.C.1.2 Place, Region, Location, Movement, Physical Environment, Human Environment Interaction 3 Understanding Your Local Government 3.C&G.1.1, 3.C&G.1.2, 3.C&G.1.3, 3.C&G.2.1, 3.H.1.1, 3.H.1.2, 3.H.1.3 Citizenship, Rules of Law, Political System, Power 4 Variety Is the Spice of Life 3.H.1.1, 3.H.1.2, 3.H.2.2, 3.H.1.3, 3.H.2.1, 3.C.1.1, 3.C.1.2 Language, Culture, Ethnicity, Diversity, Values & Beliefs, Society, Religion, Continuity and Change SAMPLE YEARLY PLAN OUTLINES Grade level/Course: Third Grade

SAMPLE 8 TH GRADE YEARLY/SEMESTER PLAN OUTLINE Grade level/Course: 8 th Grade UnitUnit TitleClarifying Objectives Concept s 1 Revolutionary Era The New Nation 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.1.3 Identity Leadership 2 Civil War & Reconstruction 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.1.2, 8.G.1.3, 8.E.1.1, 8.E.1.2, 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.1.3 Nationalism 3 Industrialization, Immigration & the Progressives 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.1.3 Innovation 4 WWI Great Depression WWII 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.1.3 Imperialism Scarcity 5Cold 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.C&G.2.3, 8.C.1.3 Ideology 6Civil Rights 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 Equality 7Modern Era 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 Markets 8War on Terror8.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.1.2, 8.C&G.2.3, 8.C.1.1, 8.C.1.3 Power

SAMPLE CIVICS & ECONOMICS YEARLY/SEMESTER PLAN OUTLINE Grade level/Course: Civics & Economics UnitUnit TitleClarifying ObjectivesConcepts 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.1.5 Democracy, Functions, Systems, Economy, Politics 2 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.2.4 Laws, Rights, Rules, Roles, Responsibility, Democracy, Government 3 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. Citizenship, Government, Responsibilities, Interdependence, Cooperation, Participation 4 Who Shot The Sheriff? 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.5.1 Systems, Interdependence, Influence, Politics, Economy, Laws, Legal Systems, Procedures 5 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, Decisions, Government, Economy, Interest, Influence, Responsibility, Income, Consumer, Market, Policy, Finance

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66 What type of assessment should we aim for? PERFORMANCE TASK

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