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

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

3. 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

4. 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

5. 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

6. 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.

7. 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

8. 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.

9. 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

10. 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?

11. 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.

12. 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?

13. Key Terms

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

15. Questions?

16. Planning for Success

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

20. 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

21. #BetterTogetherHenry
Take….Then Tweet!!!!
This Year I Will ….
@SocialST_HCS
#BetterTogetherHenry