social studies harnett county schools * grades 9-12
TRANSCRIPT
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SOCIAL S
TUDIE
S
HARNETT C
OUNTY S
CHOOLS
*
GRADES 9
-12
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WHY DO WE WANT WHY DO WE WANT STUDENTS TO BEGIN STUDENTS TO BEGIN
SEEING THINGS SEEING THINGS THROUGH A THROUGH A
CONCEPTUAL LENS?CONCEPTUAL LENS?
View Music Video
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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
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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, 2006.
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.
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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.
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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.
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NATIONAL THEMATIC STRANDS
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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.
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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?
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MEMORIZING FACTS ALONE DOES NOT HELP STUDENTS SEE THE BIG PICTURE
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From Teaching
&
Learning Topically
To Teaching
&
Learning Conceptually
The Paradigm Shift: Conceptual Focus
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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
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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
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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 &
GENERALIZATIONS
TOPIC
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CONCEPTSTimeless
Universal
Transferable
Abstract and broad (to various degrees)
Examples share common attributes
Represented by 1-2 words
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TOPICS …
Organize a set of facts related to specific people, places, situations, or things.
Do not transferLocked in time, place,
or situation
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Environment C
Manifest Destiny T
Computer Age T
Great Depression T
Culture C
Supply and Demand C
Movement C
System C
Civil War C
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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
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ACTIVITY-Look at the following images. Indicate if these images can be associated with the 1950s, 1960s, 1970s, or 1980s.
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The Structure Of Knowledge
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The Structure Of Knowledge
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The Structure Of Knowledge
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The Structure Of Knowledge
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The Structure Of KnowledgeStudents 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
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The American Media
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PERSUASIVE PERSUASIVE FORCEFORCE
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INNOVATIONINNOVATION
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PERSPECTIVEPERSPECTIVE
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DECIDING ON A CONCEPTUAL DECIDING ON A CONCEPTUAL LENSLENS
Supports Unit Title
Provides Direction for Thinking
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WRITING GENERALIZATIONS
Generalizations =
* Essential Understandings* Enduring Understandings* “Big Ideas”
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What does this look like in Harnett County?
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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
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Unit Unit TitleClarifying Objectives
Concepts
1How 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
2Where 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
3Understanding 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
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SAMPLE 8TH GRADE YEARLY/SEMESTER PLAN OUTLINEGrade level/Course: 8th Grade
Unit Unit Title Clarifying ObjectivesConcept
s1 Revolutionary Era
The New Nation8.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 & theProgressives
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 WWIGreat DepressionWWII
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
ImperialismScarcity
5 Cold 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
6 Civil 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
7 Modern 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
8 War on Terror 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.1.2, 8.C&G.2.3, 8.C.1.1, 8.C.1.3
Power
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SAMPLE CIVICS & ECONOMICS YEARLY/SEMESTER PLAN OUTLINEGrade level/Course: Civics & Economics
Unit Unit Title Clarifying Objectives Concepts
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
2The 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
3Active 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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What type of assessment should we aim for?
PERFORMANCE TASK
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