1. The Essential Standards
Part 2

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)
Conceptual Lens
Afternoon
Unit Development
Session with grade levels and unit development activity

3. Build a plane

4. The Essentials…..

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

6. The Wiki

7. So, what are you trying to accomplish by this paradigm shift in how we do things?

8. Conceptual Lens

9. 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

10. 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

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

12. 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

13. 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.

14. 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.

16. Micro v Macro Concepts

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

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

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

20. 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.

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

22. The Thinking Classroom…….

23. 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

24. Unit Development

25. 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.

28. 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

29. 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

30. 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.