1. Session 2: Are We There Yet? Integrating Understanding by Design and Historical Thinking

2. 1. Utilize the backward design framework for planning curriculum, instruction, and assessment. 2. Develop a “macro-curriculum” that outlines the big ideas, enduring understandings, essential questions, and effective strategies for 6-12 social studies. 3. Infuse historical thinking strategies to grasp enduring understandings and essential questions. Strand Benchmarks

3. 1. Create a horizontal map that aligns the big ideas, enduring understandings, and essential questions to each grade-level content 2. Develop Performance-Based Authentic Assessments 3. Develop rubrics to measure understanding 4. Discuss challenges in students’ work with historical texts Session Two Indicators

4. Session 1 Recap Purpose of Social Studies  Social Studies teaches about people and events in order to develop citizens who are aware of their rights and duties, and who understand the path that led to the socio-economic, political, and cultural issues of today’s world. Big Ideas, Enduring Understandings, Overarching Essential Questions 1. Cause and Effect 2. Perspective 3. Movement 4. Geographic Awareness 5. Power 6. Innovation and Technology

5. Using UbD and Big Ideas: Applications Both the product (vertical social studies map) and process (UbD approach) of this PD are important What interdisciplinary applications can emerge from our set of big ideas, enduring understandings, and essential questions? Are these concepts transferable? Other Applications of UbD  Senior Capstone example

6. 3 Stages of Backward Design 1. Identify Desired Results 2. Determine Acceptable Evidence 3. Plan Learning Strategies Using Backward Design

7. Teaching for Big Ideas Video Working in horizontal (grade level) teams, align your content to the big ideas, understandings and overarching essential questions. For each unit, develop essential questions that will guide inquiry for each unit. Mapping It Out: Horizontal Alignment

8. Stage 2: Determining Acceptable Evidence Are we there yet? Inputs vs. Outputs Goals imply the outputs and the methods  Can we teach the Big Ideas and Enduring Understandings through lectures and multiple choice tests?  Consider: the essential questions, the six facets of understanding, 21 st century skills, historical thinking skills, the instructional core (teacher, student, and content)

9. Stage 2: Determining Acceptable Evidence Using Performance-Based Assessments  Performance-Based Assessment Video Performance-Based Assessment Video  Performance-Based Assessments for Social Studies  Research Paper  Historical Investigation Paper  DBQ Essay  Debate  Mock Trial/Moot Court  Reacting to the Past (Role Play)  Portfolio Can my students do these tasks?

10. Historical Investigation Emphasis on a specific historical inquiry that enables the student to develop and apply the skills of an historian Demands that students search for, select, evaluate and use evidence to reach a decision or solve a problem Not written as an essay, but rather a written account with the following components A.Plan of Investigation B.Summary of Evidence C.Evaluation of Sources D.Analysis E.Conclusion F.List of Sources

11. Document-Based Assessments A series of primary and secondary source documents with a culminating essay Assess the ability of students to work with historical sources in multiple forms Requires many of the same skills used in developing a research paper - interpreting, evaluating sources, considering multiple points of view, developing and supporting a thesis

12. Document-Based Assessments Focus on critical thinking skills  ask students to make comparisons, draw analogies, apply knowledge to the given data, and require students to apply historic analysis Ask students to take positions on issues or problems and support their conclusions Require students to look at issues from multiple perspectives Require students to apply skills they use as adults Are criterion referenced and employ a scoring rubric

13. Authentic Assessment Students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills The GRASPS Model  Goal  Role  Audience  Situation  Product, Performance, and Purpose  Standards and Criteria for Success

14. Rigor and Relevance Framework

15. Historical Thinking Performance-Based Assessments often require students to analyze texts and engage in historical thinking. What challenges occur when students encounter and engage with historical texts? In the context of the UbD approach, why is it important for students to overcome these challenges?  Group 6/7, Group 12  Pp. 7 -10 – The Unbridgeable Rubicon  Pp. 64-69 – The Skilled Reading of History  Group 8, Group 9, Group 10  Pp. 75-79 – An Epistemology of Text  Pp. 82-84 - Conclusion

16. Developing a Performance-Based Assessment Working in horizontal teams, use your horizontal UbD map to create a performance- based assessment that measures understanding of one or more big ideas, enduring understandings, and essential questions Use the grasps model to develop your task Be prepared to share your assessment with the group

17. Performance Assessments & Rubrics Sample Big Ideas: Cause and Effect, Perspective Enduring Understandings:  The roots of one historical period are often found in the enduring effects of the preceding period.  There are multiple perspectives on any historical event or contemporary issue. Essential Questions  How are contemporary conflicts related to World War II and the Cold War?  How have cultural perspectives led to contemporary conflicts? Task: Create a newscast of five to seven minutes that highlights the major historical development of one of the following topics: Israel and Palestine, India and Pakistan, South Africa, or Indochina.

18. Measuring Performance: Rubrics Rubric #1 – What’s wrong with this rubric? Rubric #2 – What corrections have been made? Rubrics should be designed to measure understanding, not what is easiest to score or what makes an attractive project Rubric tool – http://rubistar.4teachers.org/

19. Developing a Rubric Develop a rubric for the Performance-Based Assessment created by your horizontal group Check the rubric for validity – Does it measure understanding of the intended goals?

20. Session 2 Homework Use the Vertical Map and the Horizontal Map to develop a learning plan for a unit that you teach.  You can use the Performance-Based Assessment developed here or draft your own and create a corresponding learning plan.  The learning plan should prepare students to meet the expectations of the Performance-Based Assessment  Complete page 2 of the template  Bring a copy with you to Session 3