1. K-12 Social Studies Unit Development Training Johnston County May 13, 2014 http://ssnces.ncdpi.wikis paces.net/

2. Today’s Purpose & Expected Outcomes You will be able to: 1.Understand the unit development process for developing conceptual units 2.Collaborate to begin developing a unit. At the end of the day we will: 1.Determine next steps in preparation for summer work 2.Discuss a timeline and feedback process for unit development

3. “How do educators move students from this low-level mind-set of just making good grades-or even worse yet, from not even valuing their academic “graded” experiences at all—to personally experiencing the excitement that is the very essence of learning? How do we bring the culture of personal best into the academic experiences of those same children? How do we move from an emphasis on remembering facts for a test on Friday to thinking critically about the larger issues that those disconnected facts can only dimly reflect as stand-along pieces of information?” ~ (Jacobs p. 119)

4. When we only teach facts… Why would concept based curriculum and instruction be a meaningful method to teach the Essential Standards?

5. When we teach conceptually…

6. Questions to consider as you are developing units…. How am I incorporating a Global Perspective for my students? How am I embedding a Personal and Local Connection for my students? How am I addressing Contemporary Issues? How are my units integrating Real World Practice? How am I Integrating the 5 Strands? How am I making my units Students Centered?

10. A Conceptual Lens …  Is a broad, integrating concept or conceptual- level question.  Creates intellectual synergy between the factual and conceptual levels of thinking.  Narrows the scope of the unit.

11. 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

12. 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

13. Step 5

14. Integrating Concepts and Topics Inter- or Intra –disciplinary Units

15. Insert American History I or II Example Here of Web

16. 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

17. Practice Choose one of the templates that you would like to use for the unit webbing process From your standards determine what concepts you will teach in each strand of your web

18. 18 From Concepts to Generalizations Step 6

19. 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?

20. 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.

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

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

24. Helpful Guidelines To Remember When Writing Generalizations Full sentence statements, describing what, specifically, students should understand about the critical concepts in the lesson Guidelines: 1.No proper or personal nouns or pronouns 2.Use a present tense verb 3.Show a relationship between at least two concepts 4.Transferable idea that is supported by the factual content 5.Uses a qualifier (often, can, may) 6.Think about the connections between and among concepts in the various strands from your web.

25. Common Errors In Writing Generalizations 1.Use of level 1 verbs: impact, affect, influence, is, are, have (need to scaffold) 2.Use of past tense verbs or proper nouns which makes them facts instead of generalizations 3.Lack of clarity (poor word choice or sentence construction) 4.Use of proper nouns or pronouns 5.Use of value statements 6.Only one concept represented

26. Practice Writing Generalizations From the list of concepts you listed in your unit web practice crafting generalizations for your unit. Remember: each unit should have 5 to 12 generalizations, depending on course and grade level!

27. Guiding/Essential Questions  Guide student thinking through the factual material to inductively arrive at the generalization  Can be factual, conceptual, or provocative (debatable)  Engages student interest and intellect  Promotes discussion and debate  Promotes inquiry  Each generalization should have 3-5 questions  A complete unit should only have 1-2 provocative questions for the entire unit.

28. 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

29. 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?

30. Conceptual Essential Questions These questions can transfer over time and space. Example: Why do stronger nations conquer weaker nations?

31. 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:

32. 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? 32

33. 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? (F) 2.How might fear affect political or government action? (C) 3.Is the restriction of civil liberties ever justified? (P) 4.How have both the Red Scare and the Patriot Act impacted the constitutional rights of U.S. citizens? (F) 33

34. Practice Writing Essential Questions For Your Unit Choose one of your generalizations and write one of each type of guiding question. Factual Conceptual Provocative http://www.online-stopwatch.com/world-games-running/

35. 35 Steps 8 & 9 Identifying Key Content & Skills

36. Steps 8-9

37. The major nations that explored the new world and why The impact mercantilism had on exploration The major reasons France, Spain, and England each explored North America The different economies of the American colonies Taxation without Representation Cultural characteristics of various groups in various areas of the colonies Analyze data in historical maps (AH1.H.1.1.2) Identify issues and problems of the part (AH1.H.1.3.1) Evaulate competing historical narratives and debates among historians (AH1.H.1.3.4) Assess how point of view or purpose shapes the content and style of text (CC Hist/SS Lit Stand) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas (CC Hist/SS Lit Stand)

38. 38 Step 10 Aligning Assessments (Performance Tasks and Other Assessments)

39. Begin with the end in mind (KUD) and work toward assessing for understanding.  Identify the desired results (KUD – Know/Understand/Do).  Design meaningful performance tasks that meet critical KUD’s.  Develop effective criteria to evaluate the results. Assessing for Understanding K U D Step 10

41. Developing The Performance Tasks The Student Performances: Combine content and skills into a format that shows what students know and can do with what they understand. Reflect the most important  Understand (Generalizations),  Know (Factual Knowledge), and  Able to Do (Skills) of the unit. Student Performances are the assessment evidence of mastery.  Provide students with opportunities to actively demonstrate understanding of concepts, generalizations and content in the standards and the unit.  Student Performances are not simple “activities.”

42. A Quality Performance Assessment Is… Aligned with generalizations/essential understandings Authentic/Scenario/Simulation based Designed to offer students options Evaluated against clear criteria

43. The Components To Developing Performance Tasks Performance Task Template [What] Topic [Why] Generalization(s) [How] Student Performance

44. Here’s A Performance Task Example What: As one of a team of cultural anthropologists, analyze the interactions of the early European settlers and American Indians. Why: In order to understand that: Interaction between different groups may lead to cultural diffusion. How: Research one aspect of early Native American Indian and European culture (history, arts, religion, government, daily living, land use...) before and after the interaction between the groups. Drawing from your research, write a case study describing the obvious impacts or influences that these merging cultures have had on each other over time. As one member of the anthropological team, present an insightful and powerful speech to the state historical society, using visuals or multi-media, detailing the positive and negative lessons to be learned from the historical study of merging cultures.

45. Curriculum Standard: “ Analyze Lincoln ’ s ideas about liberty, equality, union, and government as contained in his first and second inaugural address and the Gettysburg Address. ” Essential Understanding (Generalization): Watershed events mark turning point in history. Student Performance or Activity? Recite from memory key passages from the Gettysburg Address. Use these passages to tell why Lincoln ’ s Gettysburg Address is considered a watershed event in American History. Practice Recognizing Performance vs. Activity

46. Working on Performance Statements Curriculum Standard: “ Identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution. ” Essential Understanding (Generalization): The values, beliefs, and ideals of a country are reflected in their laws and political documents. Student Performance or Activity? : Design a graphic organizer demonstrating the U.S. system of checks and balances. Then have students use the graphic organizer to write a defense as to why they think the system of checks and balances reflects American values and beliefs.

47. Performance Task Template [What] Topic [Why] Generalization(s) [How] Student Performance Creating a Performance Task for your Unit

48. 48 Step 11 Learning Experiences

49. The Learning Experiences Learning Experiences:  Are developed after you have designed the performance task  Are the content, understandings and skills that a teacher will need to teach and students will need to learn in order to effectively complete the performance task. Planning With The End In MindStep 11 Performance Task Template [What] Topic [Why] Generalization(s) [How] Student Performance The End

50. Let’s View A Few Examples Example One Example Two Example Three

51. Suggested Learning Experiences 1.___________________________ 2.___________________________ 3.___________________________ 4.___________________________ 5.__________________________ 6.___________________________ 7.___________________________ Endur. Unders. Know Key Skill Correlations Practice analyzing multiple perspectives using primary/secondary source documents. Practice writing a persuasive argument Teach how to use multimedia presentations Teach how to use graphic organizers for cause and effect– especially using vocabulary Write an argument for the Pro & Con side of a debate. Practice using data from charts and graphs So some examples might be… Take an electronic field trip to visit the Holocaust Museum.

52. Suggested Learning Experiences/Instructional Activities 1. 2. 3. 4. 5. 6. 7. Endur. Unders. Know Key Skill Correlations Page 4 Research Skills Know cultural diffusion – other key concepts & voc. How to write a case study Expose them to various visuals with Public Speaking Skills Teach how to use multimedia presentations Teach how to use graphic organizers – especially using vocabulary

53. Practice  Your task now is to craft deliberate learning experiences that will lead students to successfully demonstrating their knowledge, understanding and skills of the learning.  Craft appropriate and deliberate learning experiences that align with the standards, generalizations, and performance task that you have created for your unit.

54. Planning Your Next Steps Checklist for Assessing Concept Based Units Timeline and feedback