Curriculum Mapping with the Core Knowledge … Mapping with the Core Knowledge Sequence. ... developmental areas of Physical Well- being and Motor Development, ... historical background,

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Curriculum Mapping with the Core Knowledge Sequence

Participant Workbook

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Core Knowledge Licensed ProfessionalsCore Knowledge Licensed Professionals are educators who can assist you with your Core Knowledge implementation. These educators have experience in planning and implementation of the Core Knowledge Sequence and can assist you with on-site professional development and support.

To learn more, visit: http://www.coreknowledge.org/licensed-professionals

For support with the Core Knowledge Language Arts program, contact Amplify Education: http://www.amplify.com/curriculum/core-knowledge-language-arts800-823-1969


DAY 1

2 Day Goals: • To become more familiar with the Core Knowledge philosophy, Sequence, & materials

• To learn more about and apply the 4-C characteristics of the Core Knowledge approach;

• To begin development of a year-long, school-wide curriculum plan and domain maps;

• To develop a set of school-wide strategies to support implementation

Objectives: We will be able to: • describe how the cumulative nature of the Core Knowledge Sequence effects instruction

across grade levels;

• describe how coherent instruction impacts student learning; and

• craft a curriculum plan that reflects the 4-C approach.

Itinerary: • Introduction & Community Builder

• Materials and CK Philosophy

• Curriculum Mapping & Core Knowledge

• 4-C Characteristics of Core Knowledge approach

• Cumulative Nature of Core Knowledge

• Applying Coherence

• Drafting the Curriculum Plan

• Reflection & Closure

Page 1


Background Information on Core Knowledge 1

1. What is Core Knowledge?

Core Knowledge is a research-based, teacher-tested curriculum that engages students in diverse historical, scientific, and cultural content. The idea behind Core Knowledge is simple: knowledge builds on knowledge. The more you know, the more you are able to learn. This idea, grounded in cognitive science, sounds simple and obvious. But it has profound implications for reading achievement, standardized testing, critical thinking, problem solving, and a host of other educational issues. The Core Knowledge curriculum represents a first-of-its-kind effort to describe exactly what every literate American should know—what writers and speakers assume we all know–and to create a roadmap for teaching it, grade-by-grade, year-by-year, in a sensible, age-appropriate sequence.

The preschool curriculum is outlined in the Preschool Sequence, and includes the developmental areas of Physical Well-being and Motor Development, Social and Emotional Development, Approaches to Learning, Language and Literacy Development, and Knowledge Acquisition and Cognitive Development. The K-8 curriculum is outlined in the K-8 Sequence which details specific content and skills to be taught in language arts, history, geography, mathematics, science, and the fine arts. The total Sequence represents our best effort to identify and describe the specific core of shared knowledge that all children should learn in U.S. schools. The curriculum is carefully organized so that topics across subject areas build on one another to broaden and deepen students’ knowledge and skills. This wide array of subject matter enables strong reading comprehension and critical thinking—the keys to educational success. Core Knowledge is carefully organized and systematic, yet it leaves room for teacher and student creativity. Grade-by-grade, our approach prevents the repetition or omission of important content, and creates a foundation for interdisciplinary exploration.

As the core of a school’s curriculum, the Core Knowledge Sequence establishes a solid, coherent foundation of learning, along with embedded flexibility for meeting local needs. The Sequence serves as the springboard to planning in each classroom. Schools align the Core Knowledge topics with state and district standards, then develop a school-wide, yearlong Curriculum Plan for teaching all requisite topics and standards.

The 4-C Characteristics of the Curriculum: The Core Knowledge curriculum is content-rich, coherent, cumulative, and taught in a context-specific way. The content-rich curriculum engages students in rigorous English language arts and literacy, mathematics, history and geography, science, visual arts, and music. The content is organized coherently, or in a logical order, so knowledge builds on knowledge. Content and skills spiral within and through the grades. For example, chart below shows how content related to the Human Body spans through the years. This cumulative sequencing of content is a key strength of Core Knowledge.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade The 5 senses Body systems Digestive &

excretory systems

Muscular, skeletal, & nervous systems; vision & hearing

Circulatory & respiratory systems

Endocrine & reproductive systems

Lymphatic & immune systems

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http://www.coreknowledge.org/mimik/mimik_uploads/documents/480/CKFSequence_Rev.pdf

http://www.coreknowledge.org/mimik/mimik_uploads/documents/480/CKFSequence_Rev.pdf

Additionally, Core Knowledge content is taught in a context-specific way. This means that ideas, people, geography, sayings, and more are taught in the context of the time period or related area of knowledge—not in isolation. Students make connections to prior knowledge, other subjects, and real life. For example, students learn about Copernicus when they study astronomy. Likewise, students learn the saying “A penny saved is a penny earned,” when they learn about Benjamin Franklin—the man who coined the phrase. Schools keep these 4-C characteristics in mind as they plan their year with Core Knowledge.

Core Knowledge is based on the work of E. D. Hirsch, Jr. He has explained his research and ideas in several widely acclaimed books, including Cultural Literacy: What Every American Needs to Know, The Schools We Need and Why We Don’t Have Them, The Knowledge Deficit: Closing the Shocking Education Gap for American Children, and The Making of Americans:

Democracy and Our Schools.

In the 1970’s, while conducting reading research at a pair of colleges in Virginia, Dr. Hirsch made an important discovery. Community college students in Richmond,

Virginia tested just as well as students attending the highly selective University of Virginia — as long as the passages the community college students were asked to read dealt with familiar, everyday topics. But when the community college students encountered passages that required historical background, they faltered. These students had difficulty understanding a passage on Ulysses S. Grant and Robert E. Lee because many of them were unfamiliar with the Civil War. That shocked Dr. Hirsch. In essence, the Richmond community college students had been cheated. They hadn't acquired important general knowledge in their homes and communities, and their schools hadn't compensated for that. Their basic intelligence was sound. They simply did not have the knowledge they needed to make sense of many texts that relied on unspoken, assumed knowledge. Dr. Hirsch realized these students had not been taught the things that they needed to know to understand ordinary texts addressed to a general audience.

Since Hirsch’s discovery, he has argued for a deeper understanding of reading. Successful reading requires more than an ability to decode, or "sound out," words. It also requires adequate background knowledge, or "cultural literacy." Without background knowledge of history, literature, art, music, science and math, students will read — but without comprehension. They will read, but they won’t understand what they’ve read.

In 1986, Dr. Hirsch founded the Core Knowledge Foundation, a small non-partisan, non-profit organization based in Charlottesville, Virginia. A year later, he published Cultural Literacy: What Every American Needs to Know. A surprise publishing phenomenon, the book remained at the top of the New York Times best-seller list for more than six months. In the book, he argued that schools should teach a shared

2. Where Did Core Knowledge Come From?

Page 3


curriculum that would allow all children to understand things writers and speakers take for granted. This would allow each of them to fully participate in democratic life.

The Foundation’s motto “Educational Excellence and Equity for ALL Children” is based on this premise. The mission of Core Knowledge Foundation is “to offer all children a better chance in life and create a fairer and more literate society” through such a shared curriculum.

To this end, the Foundation provides curriculum materials, professional development, support and networking opportunities to teachers and administrators in a growing network of over 900 schools across the country. In 2012, Dr. Hirsch was the recipient of the Education Commission of the States’ James Bryant Conant Award - one of the most prestigious honors in the education community. The honor is bestowed upon individuals who have demonstrated outstanding contribution and commitment to American education. Thus, his reputation as one of the most influential education reformers of our time has been solidified.

The Consensus Behind the Sequence

The Core Knowledge Sequence is the result of a lengthy and rigorous process of research and consensus-building undertaken by the Foundation. The following considerations were taken into account in the process of development.

AN INTERNATIONAL PERSPECTIVE: The developers first considered the knowledge and skills specified in the successful educational systems taught in other countries, including France, Japan, Sweden, and West Germany.

NATIONAL REPORTS: The process also included the study of the many reports issued by state departments of education and by professional organizations such as the National Council of Teachers of Mathematics and the American Association for the Advancement of Science. These reports typically recommend general outcomes for elementary and secondary education.

STATE AND DISTRICT GUIDELINES: State and district curricular guidelines and standards were examined. Additionally, in more recent years, the Core Knowledge Foundation was a consultant in the development of the Common Core State Standards.

SUBJECT MATTER ADVISORS: Experts in various fields were consulted throughout the process.

MULTICULTURAL ADVISORS: An advisory board on multiculturalism was formed to propose a body of knowledge consisting of diverse cultural traditions that American children should all share as part of their school experience. That information was sent to three independent groups of teachers, scholars, and scientists around the country, asking them to create a master list of core concepts that children should have. About 150 teachers (including college professors, scientists, and administrators) were involved in this step.

CONSENSUS BUILDING: In the final stage of development, 100 educators and specialists participated in a national conference in which they hammered out a working agreement on an appropriate core of knowledge. The participants in this conference were elementary school teachers, curriculum specialists, scientists, science writers, officers of national organizations, representatives of ethnic groups, district superintendents, and school principals from across the country. A total of 24 working groups decided on the first draft of the Sequence.

Page 4


FIELD TESTING: The resulting provisional Sequence was further fine-tuned during a year of implementation at a pioneering school, Three Oaks Elementary in Lee County, Florida. REVISIONS: Because the Sequence is intended to be a living document, it has been—and will continue to be—periodically updated and revised. In general, over time, there has been more stability than change in the Sequence.

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A

3. Map, Unit Overview,& Related Lessons

1. Grade level domains

2. School-wide Curr. Plan

Implementation Planning Flow

B C

1

Page 6

Week Preschool Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Au

gust

/Sep

tem

ber

1 Nursery Rhymes and Fingerplays (4 weeks)

All About Me (4 weeks)

The Human Body: Five Senses (3 weeks)

Plants (3 weeks)

The Human Body: Body Systems, Germs, Diseases, and Preventing Illness (3 weeks)

Early World Civilizations (3 weeks)

Early Asian Civilizations (3 weeks)

Cycles in Nature & The Human Body (3 weeks)

Classification of Animals (3 weeks)

The Human Body: Circulatory and Respiratory Systems (4 weeks)

Europe in the Middle Ages (5 weeks)

Classifying Living Things (3 weeks)

Early American Civilizations (3 weeks)

2

3

4

5

6

Oct

ober

7 All About Me (continued)

Family (3 weeks)

Farms (3 weeks)

Native Americans (3 weeks)

Early American Civilizations (3 weeks)

Astronomy (2 weeks)

Ancient Greek Civilizations (3 weeks)

Astronomy: The Solar System and Beyond (3 weeks)

Europe in the Middle Ages (continued)

Chemistry: Basic Terms and Concepts (3 weeks)

European Exploration, Trade and Clash of Cultures (3 weeks)

Cells: Structures and Processes (1 week)

8

9

10

Nov

embe

r

11 Family (continued) School (3 weeks)

Kings and Queens (3 weeks)

History of the Earth (4 weeks)

War of 1812 (2 weeks) Insects (2 weeks)

The Ancient Roman Civilization (3 weeks) Light and Sound (2 weeks)

Electricity (2 weeks) The Spread of Islam (2 weeks) Early and Medieval African Kingdoms (2 weeks)

Plants: Structures and Processes (4 weeks) Renaissance and Reformation (4 weeks)

12

13

14

Dece

mbe

r

15 Animals on the Farm (4 weeks)

Seasons and Weather (3 weeks)

Animals and Habitats (4 weeks)

Westward Expansion (3 weeks)

Vikings and Norse Mythology (3 weeks)

Early and Medieval African Kingdoms (continued)

China: Dynasties and Conquerors (2 weeks)

England from the Golden Age to the Glorious Revolution (3 weeks)

Life Cycles and Reproduction (1 week)

16

17

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Week Preschool Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Janu

ary

18 Animals on the Farm (continued)

Cities and Towns (4 weeks)

Columbus and the Pilgrims (4 weeks)

Birth of Our Nation (4 weeks)

The US Civil War (3 weeks)

The Human Body: Senses and Systems (3 weeks)

Geology: The Earth and Its Changes (4 weeks)

The American Revolution (4 weeks)

The Human Body (4 weeks)

Russia: Early Growth and Expansion (2 weeks)

19

20

21

Febr

uary

22 Cities and Towns (4 continued)

Water (4 weeks)

Colonial Towns and Townspeople (3 weeks)

Frontier Explorers (2 weeks) III. Matter (2 weeks)

Immigration & The Constitution (3 weeks)

Native Americans: Cultures and Peoples (3 weeks)

Early Presidents and Politics (3 weeks)

Feudal Japan (2weeks) 23

24

Mar

ch

25 Plants (4 weeks)

Taking Care of the Earth (3 weeks)

IV. Properties of Matter: Measurement (2 weeks)

Fighting for a Cause (2 weeks)

IV. Magnetism (2 weeks)

Ecology (3 weeks)

Making a Constitutional Government (2 weeks)

VI. Chemistry: Matter and Change (2 weeks)

Westward Expansion (3 weeks)

26

27

28

April

29 Animals in Ponds and Rivers (2 weeks)

Animals in the Jungle (2 weeks)

Presidents and American Symbols (3 weeks)

V. Introduction to Electricity (2 weeks)

V. Simple Machines (3 weeks)

European Exploration of North America (3 weeks)

Meteorology (3 weeks)

The Civil War: Causes, Conflicts, and Consequences (4 weeks)

30

31

32

May

/Jun

e 33 Air (2 weeks) Light (2 weeks)

V. Introduction to Magnetism (3 weeks)

III. Modern Civilization and Culture: Mexico (2 weeks)

III. Modern Japanese Culture (2 weeks)

Colonial America (3 weeks)

Reformers (2 weeks)

Native Americans: Cultures and Conflicts (2 weeks)

34 35 36

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Core Knowledge Language Arts

Domains of Study Preschool Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

All About Me Nursery Rhymes and Fables

Fables and Stories Fairy Tales and Tall Tales

Classic Tales: Wind in the Willows

Personal Narratives Personal Narratives

Families and Communities

The Five Senses The Human Body Early Asian Civilizations

Classification of Animals

The Middle Ages Early American Civilizations

Animals Stories Different Lands, Similar Stories

The Ancient Greek Civilization

Human Body: Systems and Senses

Poetry Poetry

Plants Plants Early World Civilizations

Greek Myths The Ancient Roman Civilization

Islamic Empires The House on Mango Street

Habitats Farms Early American Civilizations

The War of 1812 Light and Sound Quest: Eureka! Adventures of Don Quixote

Classic Tales* Native Americans Astronomy Cycles in Nature The Viking Age Geology The Renaissance

Important People in American History* *These two domains are dispersed throughout the school year.

Kings and Queens The History of the Earth

Westward Expansion Astronomy: Our Solar System and Beyond

The American Revolution

The Reformation

Seasons and Weather

Animals and Habitats

Insects Native Americans: Regions and Cultures

Treasure Island Quest: A Midsummer Night's Dream

Columbus and the Pilgrims

Fairy Tales The U.S. Civil War European Exploration of North America

Native Americans

Colonial Towns and Townspeople

A New Nation Human Body: Building Blocks and Nutrition

Colonial America

Taking Care of the Earth

Frontier Explorers Immigration Ecology

Presidents and American Symbols

Fighting for a Cause

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Domain:

School:

Grade:

Criteria of Success +/▲ (or N/A)

Comments

Organization: Curriculum plan is typed (or is legible if written)

The plan indicates topics/domains addressed.

The plan indicates when in the school year domains/topics are taught and the length of study (e.g., days/weeks).

The plan reflects consistency with the submitted domain maps.

* Helpful: The curriculum plan carries a statement of what it is and how it is used; (e.g. tentative or final plan; is posted on the school web-site for parents or is used for pacing domain maps, etc.)

Other Comments: Domains: The plan includes the domains at each grade level from the Core Knowledge Sequence.

The plan indicates most or all domains are taught at the Sequence’s recommended grade level.

* Helpful: • The plan has a method of indicating Core

Knowledge domains moved out of grade level to align to state standards.

• When domains are moved out of grade level, the plan has a method of showing if they are introduced at the Core Knowledge grade level and reinforced at the tested grade level.

• A short description of why domains have been moved is included

Other Comments: Coherence: The curriculum plan indicates domains and topics that are sequenced logically and with consideration for coherence, particularly pre- and post-requisite knowledge.

* Helpful: The PLAN reflects the documented use of filters for coherence: Addressing pre-requisite knowledge and vocabulary Beginning familiar concepts Following chronological order or geographic history Preceding events in an area with the geography of the area. Moving micro to macro or general to specific (or vice versa) Other Comments:

Cumulative Nature:

Page 10


Comments

The curriculum plan strongly reflects the cumulative nature of learning by spiraling domain –based topics across grades.

The plan indicates an appropriate amount of time to teach the content of each grade level without over- or under-teaching it.

Other Comments:

Page 11


Grade-Level Domain MAP Core Knowledge Content State Standards

Literature – If applicable, list the content and skill guidelines for this domain from the ELA Sequence. These can be found in the Teacher Handbook or selected from the Core Knowledge Sequence.

List those state standards that align to the subject-specific guidelines.

History/Geography – If applicable, list content and skill guidelines from the History and Geography Sequence.

Science – If applicable, list content and skill guidelines from the Science Sequence.

Visual Arts – If applicable, list content and skill guidelines from the Visual Arts Sequence.

Music – If applicable, list content and skill guidelines from the Music Sequence.

Language Arts

Core Knowledge CCSS ELA

List only the language arts guidelines that will be taught in tandem with this domain across subjects. These can be found in the Teacher Handbook or Core Knowledge Sequence.

List only those Common Core State Standards for ELA that align (Samples may include more than will be used in your implementation; delete those not applicable from electronic versions).

Prior Knowledge What Students Will Learn In Future Grades

List the supporting content and skills that students have learned prior to this domain. These can be found in the Teacher Handbooks (grades 1-5) and supplemented with additional guidelines as necessary.

List content from future grades that builds from this domain. These can be found in the Teacher Handbooks.

Cross-Curricular Links

List specific sub-topics, guidelines, literary works or connections from other subject areas. These can be found in the sidebar comments in Teacher Handbooks as well as in the Sequence.

Domain Vocabulary

List the critical domain vocabulary (Tier 3 words) for which students will be held accountable.

This vocabulary is found in the Teacher Handbooks as well as within your selected trade books.

Limit this list to vocabulary that all teachers agree to use, teach, and assess.

Instructional UNITS

Literature History /

Geography Science Visual Arts Music

When units have been developed using this Domain MAP, list the title(s) of your units here for reference.

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Domain Map Astronomy

Grade 1

Grade-Level Domain MAP

Core Knowledge Content State Standards

Literature –

History/Geography –

Science – VI. Astronomy: Introduction to the Solar System

Sun: source of energy, light, heat Moon: phases of the moon (full, half, crescent, new) The eight planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune)

(Note: In 2006, Pluto was classified as a dwarf planet.)

Stars Constellations, Big Dipper The sun is a star. Earth and its place in the solar system

The earth moves around the sun; the sun does not move. The earth revolves (spins); one revolution takes one day (24 hours). Sunrise and sunset When it is day where you are, it is night for people on the opposite side of the earth.

Recognize the sun in the sky

Visual Arts –

Music –

Language Arts

Core Knowledge CCSS ELA

Use agreed-upon rules for group discussions, i.e., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.

Prior to listening to a read-aloud, identify (orally or in writing) what they know and have learned that may be related to the specific story or topic to be read aloud

Make predictions (orally or in writing) prior to and during a read-aloud, based on the title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions

Use pictures accompanying the read-aloud to check and support understanding of the read-aloud

Answer questions (orally or in writing) requiring literal recall and understanding of the details and/or facts of a read-aloud, i.e., who, what, where, when, etc.

Ask questions to clarify information or the topic in a read-aloud

Compare and contrast (orally or in writing) similarities and differences within a single read-aloud or between two or more read-alouds

SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

SL.1.1.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1.

RL.1.1. Ask and answer questions about key details in a text.

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RI.1.1. Ask and answer questions about key details in a text.

W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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Domain Map Astronomy

Grade 1


Kindergarten: Seasons and Weather The four seasons Characteristic local weather patterns during the different seasons The sun: source of light and warmth Daily weather changes Temperature: thermometers are used to measure temperature Clouds Rainfall: how the condition of the ground varies with rainfall; rainbows Thunderstorms: lightning and thunder, hail, safety during thunderstorms Snow and snowflakes, blizzard Kindergarten: Taking Care of the Earth Conservation: Some natural resources are limited, so people must be careful not to use too much of them (example: logging and reforestation). Practical measures for conserving energy and resources (for example, turning off unnecessary lights, tightly turning off faucets, etc.) Some materials can be recycled (for example, aluminum, glass, paper). Pollution (for example, littering, smog, water pollution) can be harmful, but if people are careful they can help reduce pollution.

Grade 2: Cycles in Nature

Seasonal Cycle Grade 3: Astronomy Grade 4: Meteorology Grade 6: Astronomy


Language Arts: Sayings and Phrases

“AM and PM”

“Hit the nail on the head”

Language Arts: Poetry

My Shadow

American History and Geography

Early Exploration and Settlement

Christopher Columbus

Mathematics

Measurement

Domain Vocabulary

astronaut

atmosphere

celestial bodies

constellations

counterclockwise

craters

crescent

crystal

debris

dusk

gas

gravity

horizon

inner

launch

meteor

missions

orbit

outer

planet

probes

rays

reflecting

rockets

rotates

shadow

solar

spacecraft

stars

surface

technology

telescopes

universe

Instructional UNITS (optional)



Astronomy

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Grade-Level Domain MAP Core Knowledge Content State Standards

Literature – Ann Frank, Diary of a Young Girl List those state standards that align to the subject-specific guidelines.

History/Geography – V. World War II A. The Rise of Totalitarianism in Europe • Italy Mussolini establishes fascism Attack on Ethiopia • Germany Weimar Republic, economic repercussions of WWI Adolf Hitler and the rise of Nazi totalitarianism: cult of the Führer (“leader”), Mein Kampf Nazism and the ideology of fascism, in contrast to communism and democracy Racial doctrines of the Nazis: anti-Semitism, the concept of Lebensraum (literally, “living space”) for the “master race,” Kristallnacht The Third Reich before the War: Gestapo, mass propaganda, book burning B. World War II in Europe and at Home, 1939-45 • The Holocaust: “Final Solution,” concentration camps (Dachau, Auschwitz) • North Africa Campaign: El Alamein

• D-Day: Allied invasion of Normandy, General Dwight Eisenhower

Science – If applicable, list content and skill guidelines from the Science Sequence.

Visual Arts – If applicable, list content and skill guidelines from the Visual Arts Sequence.

Music – If applicable, list content and skill guidelines from the Music Sequence.

Language Arts Skills

Core Knowledge Skills CCSS ELA

List only the language arts skill guidelines that will be taught in tandem with this domain across subjects. These can be found in the Teacher Handbook or Core Knowledge Sequence.

List only those Common Core State Standards for ELA that align (Samples may include more than will be used in your implementation; delete those not applicable from electronic versions).


Grade 1 II. Early World Civilizations C. History of World Religions Judaism

Grade 8 II. The Cold War A. Origins of the Cold War Post-WWII devastation in Europe, Marshall Plan,

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Belief in one God Story of the Exodus: Moses leads the Hebrews out of Egypt Israel, Chanukah, Star of David, Torah, synagogue Grade 6 II. Lasting Ideas from Ancient Civilizations A. Judaism and Christianity Basic ideas in common The nature of God and of humanity Hebrew Bible and Old Testament of Christian Bible Judaism: central ideas and moral teachings Torah, monotheism The idea of a “covenant” between God and man Concepts of law, justice, and social responsibility: the Ten Commandments Grade 7 II. World War I: “The Great War,” 1914–1918 A. History National pride and greed as causes: European nationalism, militarism, and colonialism Italy becomes a nation: Garibaldi German nationalism and militarism: Bismarck unifies Germany, war against France, France cedes Alsace-Lorraine to Germany European imperialism and rivalries in Africa

Berlin Conference and the “scramble for Africa” Entangling defense treaties: Allies vs. Central Powers, Archduke Ferdinand assassinated The Western Front and Eastern Front, Gallipoli, Lawrence of Arabia War of attrition and the scale of losses: Battle of the Marne (1914), new war technologies (for example, machine guns, tanks, airplanes, submarines), trench warfare U.S. neutrality ends: sinking of the Lusitania, “Make the world safe for democracy” Armistice Day, Nov. 11, 1918, abdication of Kaiser Wilhelm II Treaty of Versailles New central European states and national boundaries German reparations and disarmament B. Geography of Western and Central Europe Belgium, Netherlands (Holland), and Luxembourg

Cities: Brussels (Belgium), Amsterdam, Rotterdam, The Hague (Netherlands)

Bretton Woods Conference Western fear of communist expansion, Soviet fear of capitalist influences Truman Doctrine, policy of containment of communism Formation of NATO, Warsaw Pact The “Iron Curtain” (Churchill) Berlin Airlift

Eastern European resistance, Hungarian Revolution, Berlin Wall, Prague Spring

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English II. Poetry A. The Charge of the Light Brigade IV. Foreign Phrases Commonly Used in English

• Requiescat in pace, R I P –may he or she rest in peace

• In extremis- in extreme circumstances, especially at the point of death

• Sub rosa- secretly

Visual Arts I. Art History: Periods and Schools C. Expressionism and Abstraction Paul Klee- Struck from the list

Domain Vocabulary

Führer fascism Nazis anti-Semitism Lebensraum Third Reich

Gestapo propaganda annexation Nonaggression Pact Blitzkrieg mobilization Manhattan Project

Holocaust concentration camps D-Day Allied invasion isolation, industrialization

modernization Imperialism occupation invasion Atom bombs pacifist United Nations Declaration of Human Rights

Instructional UNITS (optional)



When units have been developed using this Domain MAP, list the title(s) of your units here for reference.

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Domain:

School:

Grade:


Comments

Organization: Domain maps are typed (or legible if written).

Submitted domain maps match domains on the curriculum plan.

Maps submitted are the same in format, indicating consistency across grades.

Other Comments: Components: Maps indicate grade levels have consistent components.

Maps for all grade levels include all of the following components: Content & skills guidelines from the Sequence (by

subject) Aligned content state standards (if applicable) ELA skills from the Sequence Aligned ELA Common Core State Standards/State

Standards (if applicable) Prior knowledge based on the Sequence Future knowledge based on the Sequence Cross-curricular links from the Sequence Domain-specific vocabulary (Tier 3) (optional) Titles of related instructional units by

subject

Other Comments: Content: 100% of submitted maps are developed around a Core Knowledge domain.

The listed ELA skills can be addressed and/or reinforced in the time allotted to teach this domain (see length of study on curriculum plan)

Based on the allotted time to teach this domain (see curriculum plan) and number of domain vocabulary words listed, most students would have sufficient time and repetition to be able to recognize or make all of the identified domain words part of their working vocabulary.

*Helpful Feature: Maps include a method of showing which CK content was moved out of grade level to align with state

Page 18



Comments

standards. Other Comments:

Context-Specific (Cross-curricular) Domain maps indicate strong, authentic cross-curricular connections.

Other Comments:

Page 19


Notes & Reflections on the 4-C characteristics

(1) CCoonntteenntt--rriicchh

(2) CCoohheerreenntt

(3) CCuummuullaattiivvee

(4) CCoonntteexxtt--ssppeecciiffiicc

Page 20


What Is a Domain? Notes:

Benefits of Domain-based Planning:

• Immersing students in the study of a domain (___________________) builds time to deeply consider a topic.

• Students become familiar with the language and vocabulary of the domain from ________________________________________________to it.

• Domains can _______________________ through the grades so prior knowledge assists new learning.

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Cumulative Nature:

A Mixed Grade-level Activity Use the At-A-Glance pages in the Sequence (pp. 268-269) to find a science or history domain you teach that is also taught at other levels. Create a chart that shows the grades at which it is taught. (You can use the space below to plan your chart.) This will be the springboard for discussion about what is taught about the domain at each grade level.

Domain:

Create as many columns as you need below. Indicate the grade at the top of each column.

Example: Domain: Chemistry: Matter// Grade headings: 1, 4, 5, 7, 8

Page 22


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FILTERS for COHERENCE The Filters for Coherence are considerations schools use when they plan the sequence of domains to be taught by specific grade-levels at specific times during the year. It is highly recommended that the filters be considered when developing or refining the school’s Curriculum Plan. Using the filters up front will do much to inform the intent and integrity of curricular coherence. The filters (below), in conjunction with the rubric for Curriculum Plans, can be used as a guide in continuous improvement of implementation. (Note: The filters are also a lens to apply when generating units and lessons.)

• Pre‐requisite knowledge/vocabulary- A key consideration for coherence is whether or not students have the pre-requisite knowledge and vocabulary to understand a domain. If not, we teach the foundational content first. For example, we might: introduce Kings and Queens and Native Americans before the voyage of Columbus so students have

a foundational understanding of those who supported his trip and those he encountered along the way.

Introduce the domain of chemistry before the domain of electricity to set a foundational understanding of what causes electrical phenomena to occur.

• Chronological order- Chronological order is the arrangement of events following one after another in time. This order helps students see the connection between cause and effect. For example, we might: teach the earliest civilizations before ones that came later in time. study the domain of “American Revolution” before that of “Making a Constitutional Government,”

which came as a result. • Familiar concepts first- To teach more complex concepts, it frequently helps to begin with the familiar

first so students can apply their background knowledge to the topic. For example, we might: teach pre-school students about the familiar parts of the visible body before they learn about the

parts inside the body. build first on a related domain from last year before introducing a new one (e.g. the human body)

• Macro‐to‐micro or Micro‐to‐macro- As we sequence domains, we may move from general to specific or from specific to general. Likewise, we might move from big picture to little or vice-versa. Either possibility is valid if it progresses in a logical fashion. For example, we might: move micro-to-macro by studying cells first and progressing to the larger context of the human body

(or vice-versa). Likewise, we might move macro-to-micro by studying the larger universe, then zeroing in specifically

on the earth (or vice-versa). • Integration of Content into Relevant Domains- Integration of content supports understanding and

retention. It is also a means of achieving efficiency in a packed curriculum. For example, if we integrate geography and geographic maps with the events that occur in those areas; integrate Science Biographies with the science concepts; and integrate Sayings and Phrases where they have a context or relevance in literature or non-fiction text, then we support learning and simultaneously save time. For example, we might: teach the biography of Michael Faraday in conjunction with the domain of electricity, his focus of his

lifelong work. examine the geography of Japan as we teach the domain of Feudal Japan. introduce the saying “as the crow flies” as it appears in the book Pollyana. teach the art and music of the Renaissance when we teach the history of the Renaissance. integrate Greek myths with our study of ancient Greece.

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Scheduling considerations: When trying to look at a yearlong calendar and accommodate the coherence of domains, teams may also need to consider the following factors:

Sufficient Time – This consideration is really about assessing whether you have allocated a sufficient amount of time to teach each domain (e.g. 2-4 weeks; typically 6 weeks max). This does not mean to say we need to teach everything about a domain since most are taught through spiral instruction over time. We just need to consider if there is sufficient time to teach the objectives allocated to our grade level. (Sufficient time should not be misinterpreted to be excessive time or students will never get the benefit of each domain planned for the grade level.)

Rounding Up‐ When estimating unit time, we round days up to full week(s) to plan for review and assessment time.

Continuity of Units- We consider calendar holidays so as not to interrupt the continuity of units. (This is not to interpreted as letting the calendar or holidays dictate the sequence of content; e.g. keep the study of Martin Luther King in the units on Civil Rights (gr. 8) and Fighting for a Cause (gr. 2) vs. just studying about him in February because it’s Black History Month. This stays true to two of our 4-C characteristics of curriculum: teaching topics in a content-rich and context-specific way.)

Page 25


SAMPLE FILTERS:

pre-requisite knowledge & vocabulary

chronological order

familiar concepts first

micro to macro or vice-versa

sufficient time

true domains vs. integrated topics

rounding up days

continuity of units

YES or NO?

Directions: Is the proposed sequence for a plan logical and coherent? Name the filter that is exemplified or violated by the example.

Y N

(Gr.

K) We will learn about Native American farmers, then plants, then farms

Filter:

(Gr.

2) We will learn about the Civil War, then the War of 1812, then the

Constitution.

Filter:

(Gr.

3)

We will learn about sound & sound waves, then about how the ear works. Likewise, we’ll learn about light & optics, then about how the eye works.

Filter:

(Gr.

6) We will learn about plate tectonics, then about energy heat and

transfer.

Filter:

(Gr.

7) We will learn cell division first, then evolution, then history of the

earth.

Filter:

Filters Activity Page 26


Core Knowledge Topic Grade Subject Topic

Page found in Sequence

Brief description

Page 27


Making Authentic Connections

Use these pages as you review the science and history topics taught in your grade level(s). Capture your thoughts about the content and about the subjects that connect to these topics.



Brief description

Page 28






Brief description

Page 29






Brief description

Page 30




Next Steps for Your School-wide, Yearlong Curriculum Plan

Establish Committees:

Curriculum Plan Committee (1 representative for each grade level, 1 for special area

teachers, 1 for specialists, 1 administrator)

Resource Committee (at least 1 representative from primary grades, intermediate grades, middle school, special area, and administration)

Curriculum Plan Logistics:

Compiling grade-level contributions in the school-wide Plan.

Sharing the Plan.

Process of Phasing in the Plan.

Determine grade-level plan refinement submission date and process.

Resource Logistics:

Determine how teachers will inquire about needed resources.

Determine how shared resources will be shared and cataloged.

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Cumulative (1)

CK Philosophy (1) The Plan

(1)

Cumulative

CK Philosophy The Plan

Coherent (1) Coherent LOTUS

SUMMARIZER The Map The Map (2)

Content Rich Cross-

curricular Connections

CK Materials

Content Rich (2)

Cross-curricular Connections

(2)

CK Materials

(2)

Page 32


Summarizer: Day 2

Five Words, Three Words

• Individually write 5 words that describe a quality Curriculum Plan.

• At your table compare your words and choose the best 3 words.

• Be ready to share.

Page 33


DAY 2

Objectives: We will be able to: • apply the content-rich and cross-curricular nature of Core Knowledge to your planning;

• describe the components of a Domain Map and how this planning tool promotes domain immersion;

• collaboratively start 2-3 Domain Maps for the subject area that you teach; and

• develop school-wide strategies to assist you with any challenges you may face with implementation.

Itinerary: • Introduction

• Content-rich Curriculum & Instruction

• Cross-curricular Curriculum & Instruction

• Domain Maps: Background, Samples, & Templates

• Work Time: Creating Domain Maps

• School-wide Strategies & Carousel Brainstorm Activity

• Next Steps, Wrap-up, Closure

Page 34


A CONTENT-RICH CURRICULUM:

NOTES:

1. Rigor Is:

2. Rigor Is NOT:

3. Implications:

Reflect, Stand, & Share:

• What does it mean to have a content-rich curriculum?

• What implications for content & delivery does this carry for team planning? For classroom teaching?

• What are you doing now that reflects this?

• What would you need to change to commit to this?

Be prepared to stand and share.

Page 35


Round Table Review

Page 36


CONTEXT-SPECIFIC Notes:

• Geography:

• Science Biographies:

• Sayings & Phrases:

• Cross-curricular Connections:

Reflections:

1. What does it mean to teach in a context-specific way?

2. What are some of the many ways of integrating content?

Page 37


Cross-curricular Connections

A. The first example below shows how a specific Core Knowledge domain (Middle Ages) can become the heart of an all school effort.

Europe in the Middle Ages

4th Grade

ArtIlluminated Manuscript

MadonnaTapestries

Gothic Architecture

MusicGregorian Chant

PrincipalRead St. George and

the Dragon

Media SpecialistCoordinate research on medieval topics

(books and computer)

Classroom TeacherWorld History – Middle AgesLanguage Arts – King Arthur,

Robin Hood, St. George and the Dragon

GiftedCreate a multi-media presentation on an

interesting aspect of the Middle Ages

Special EducationPerform a play about Robin Hood

Foreign LanguageSpain, France during

the Middle Ages

ESOLIllustrated Glossary of

the Middle Ages

Physical EducationAll 4th Grade

Medieval Tournament

ParentsPlan a medieval

feast

B. The second example shows how the bolded content from the Sequence has been used as an organizing factor for cross-curricular connections. All content contributes to helping students understand the times and events that led up to the Civil War.

SpeechesGettysburg AddressStoriesNarrative of the Life of Frederick DouglassLittle Women (Part One) (Louisa May Alcott)The Emancipation ProclamationPoems“O Captain! My Captain!”

Civil WarGrade 5

Famous PeopleWilliam Lloyd GarrisonFrederick DouglassJohn BrownJefferson Davis, Robert E. LeeUlysses S. GrantStonewall JacksonWilliam Tecumseh ShermanAbraham LincolnJohn Wilkes Booth

Art Civil War Photography of Matthew Brady and his colleaguesThe Shaw Memorial sculpture of Augustus Saint-Gaudens

GeographyMaps of North & SouthMason-Dixon LineIndustrial North v. agricultural South

HistorySlavery, slave life and rebellions; Missouri Compromise of 1820, Dred Scott decisionThe Civil War: Fort Sumter, Confederacy, Yankees and RebelsBattles: Bull Run, Antietam CreekEvents: Burning of Atlanta, The fall of Richmond, Surrender at Appomattox, Assassination of Lincoln

MathMeasuring distances of the railroad from coast to coastMap scales

Page 38


C. The third example shows how the 7th grade team made connections, and even indicated the pages from the Sequence where the content would be found. (Page citations are always helpful; some reference the Sequence, others prefer to use the Handbook pages.)

ArtReplicate WW II recruitment posters.

World War IIGrade 7

ScienceAtomic Structure (Sequence, p. 175)Chemical bonds & reactions (Sequence, p. 176)

MathWord problems w/contextGraphs of WW II statisticsScaling involved with replicating

WW II art posters

GeographyGeography of Western & Central Europe (Sequence, p. 163)

HistoryRise of totalitarianism in EuropeWorld War II in Europe & at homeWorld War II in the Pacific & at the end of the war(Sequence, pp. 165-166)

TechnologyStudents learn on-line research & PowerPoint skills as they create WWII presentations.

MusicBig Band songsWW II songs

EnglishAnne FrankDiary of a YoungGirl

D. YOUR TURN. With your grade level group, select a domain from history or science and make as many natural cross-curricular connections as are feasible. Ideally, these will be taught during the same points in time. Before you begin, look for the big idea for the domain; consider how you each may contribute to it.

Grade-Level Connections

Big Idea:

Page 39


Page 40


Schoolwide Strategies - Sample

Solutions (Prioritized)

Person Responsible (For taking the issue to the school

leadership team)

1. Time (How do we find time needed to plan for and teach all this wonderful content?)

2. Resources (How can we find out what we need to acquire?)

3. Parents (How do we tell them about Core Knowledge?)

4. Business/Community (How can we gain their support?)

5. Assessment (How will we know if students are learning the Core Knowledge material?)

6. Technology (How can we use technology to teach Core Knowledge?)

7. Involving Special Area Teachers – Physical Education, Special Education, Bilingual and ESL, Media and Technology, administration, etc…

8. Other issues to think about…

Page 41


Next Steps: Committee Action Establish Committees:

Plan Committee

Resource Committee

Domain Map Committee

School-wide Implementation Committee

Professional Development & Support Committee

Page 42


Committee: _______________________________ Action Plan Members:

Long-Term Goals Short-term Milestones Action Items

Page 43


Appendix

• Sample Resource Inventory

• Sample Middle School Curriculum Plan & Connection Samples

Page 44


SAMPLE resource inventory for Grade: 4 Domain: American Revolution Title Code Author Publisher **ISBN** Location Suggested Use Comment Emma’s Journal BK-F Moss, Marissa Harcourt Brace 0152020250 MC SR Declaration of Independence BK-NF Kallen, Stuart Abdo and Daughter 1562393189 MC IR Amazing Life of Ben Franklin BK-NF Giblin, James Scholastic Press 0590485342 MC RAL American Independence VT-NF N/A Schlessinger VT Products 1572250607 MC-VT WG St tk notes

Codes delineating WHAT the item is: Codes indicating WHERE the item is: Codes suggesting HOW the item is used:

Audio-book/kit AB Book- Non-fiction BK-NF Book- Fiction BK-F Book- Professional BK-P Book- Big Book BK-BB CD- Non-fiction CD-NF CD- Fiction CD-F Film-Non-fiction F-NF Film-Fiction F-F Game G Map M Periodical P Video/DVD-Non-fiction VT/DVD-NF Video/DVD-Fiction VT/DVD-F

Media Center Team Room + [Grade] TR-4 Core Knowledge Closet CKC Classroom+ [Teacher] CR

Read Aloud RAL Shared Reading SR Guided Reading GR Independent Reading IR Listening Center LC Professional Reading PR

Page 45


Grade 6Length

(Weeks)The Arts Literature History & Geography Science

1Latin and Greek

Vocabulary

2 Classical Mythology

3456

7

8

Grade 6Length


1

Baroque (Visual Arts ‐ 1

week & Music ‐ 2

weeks)

VI. Science Biography of

Sir Isaac Newton

Grade 6Length


1

Poems: "Apostrophe to

the Ocean " and "I

Wandered Lonely as a

Cloud "

V. Romanticism

2

3

Grade 6Length


1234

5 VI. Science Biography of

Lewis Howard Latimer

6

7

Domain: Immigration, Industrialization, and Urbanization

III. The Enlightenment

Domain: Romanticism

II. OceansRomantic Visual Arts

and Music

2Rococo (Visual Arts)

Domain: Lasting Ideas from Ancient Civilizations

The Iliad and The

Odyssey

Classical Art of Ancient

Greece and Rome II. Lasting Ideas from

Ancient Civilizations

Julius Caesar (William

Shakespeare)

Domain: The Enlightenment

VI. Industrialism,

Capitalism, and

Socialism (World His.)

I. Immigration,

Industrialization, and

Urbanization (Amer.

His.)

Page 46


jtalbot

Typewritten Text

Cross-curricular Connections by Domain:

The Arts Literature History & Geography Science

I. Elements of MusicI. Writing, Grammar,

and UsageI. World Geography V. The Human Body

Gothic Art II. Poetry

Art of the RenaissanceThe Prince and the

Pauper (Twain)

Classical period Music

Neoclassical Art

Realism in Visual Arts III.D. Literary Terms

VII. Latin American

Independence

Movements

IV. Sayings and Phrases


Marie CuriePoem: "Sympathy"

(Dunbar)II. Reform


Alfred Wegener

I. Plate Tectonics

III. Astronomy

Domains/Topics not covered by suggested Domains

IV. The French

Revolution

IV. Energy, Heat, and

Energy Transfer

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Typewritten Text

Further Cross-curricular Connections (outlined in red) & Remaining Gr. 6 topics/domains:

Week The Arts Literature History & Geography Science

1

2

3Latin and Greek

Vocabulary

4Classical Art of Ancient

Greece and Rome

The Iliad and The

Odyssey

5 Classical Mythology

6 Gothic Art Julius Caesar

7VI. Science Biography of

Marie Curie

8 Art of the RenaissanceThe Prince and the

Pauper

9Baroque (Visual Arts &

Music)


Isaac Newton

11Classical music (ca.

1750‐1825)

12 Neoclassical (Vis. Arts)VI. Science Biography of

Alfred Wegener

13Romantic (Vis. Arts &

Music ‐ Beethoven)

“Apostrophe to the

Ocean” and “I Wandered

Lonely as a Cloud”

V. Romanticism

14

15 Realism (Vis. Arts)

16

17

18

19

20

10

I. Plate Tectonics

Rococo (Vis. Arts)

IV. The French

Revolution

III. The Enlightenment

Grade 6

II. Oceans (Marine Life)

VI. Industrialism,

Capitalism, and

Socialism

III. Astronomy

VII. Latin American

Independence

Movements

V. The Human Body

II. Lasting Ideas from

Ancient Civilizations

IV. Energy, Heat, and

Energy Transfer

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jtalbot

Typewritten Text

Suggested Grade 6 Plan for History & Science with subsequent Arts & Literature Connections:

21

23

24

25

26

27

28

29

30

31

32

33

34

35

36


Lewis Howard Latimer

II. Reform (African

American Reformers)

I. Immigration,

Industrialization, and

Urbanization

Page 49


Notes

‐ Bolded topics are suggested Domains as in Reading Instruction: the Two Keys by Matt Davis

‐ Literature topics and titles are only listed if the CK Sequence suggests cross‐curricular

connections ‐ more can and should be listed as a school develops its own plan

‐ The CK Sequence suggests providing students with timelines to help orient themselves to

periods/schools within the Arts ‐ this suggested plan reflects cross‐curicular connections AND

timeline overlap when possible

‐ Topic coverage in weeks reflects the recommendations of the Day‐by‐Day Planner ‐ schools will

need to develop their own timeframe for each topic while keeping these recommendations in

mind

‐ Broad concepts and processes should be covered in the context of content to which they may

relate. Spatial sense would be introduced and reinforced through meaningful domains (Rome,

China, Latin American Independence Movements). Geography should also be addressed in this

manner

Questions:

‐ Should biographies of individuals be used to introduce or review a concept to which the

individual contributed?

Page 50


jtalbot

Typewritten Text

The Grade 6 suggested plan takes the following into account:

Grade 7

Length


1Impressionism (late 19th‐

century)

2 Blues

Grade 7

Length


1Post‐Impressionism

(early 20th‐century)

Dulce et Decorum Est

(Wilfred Owen)

2

3

4

Grade 7

Length


1 Jazz

Heritage (Countee Cullen);

The Negro Speaks of

Rivers, Harlem, & Life is

Fine (Langston Hughes)


Charles Darwin

2

3

4

5

6

Domain: America from the Twenties to the New Deal

Domain: America Becomes a World Power

Domain: World War I

IV. America from the

Twenties to the New

Deal

I. America Becomes a

World power

II. World War I: “The

Great War,” 1914‐1918

V. Evolution

IV. History of the Earth

and Life Forms

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Typewritten Text


Grade 7

Length


1 Picasso’s GuernicaDiary of a Young Girl

(Anne Frank)

2“Declaration of War on

Japan” (Franklin D.

Roosevelt)


Dmitri Mendeleev


Antoine Lavoisier

5

6

7

8

9


Lise Meitner


Expressionism &

AbstractionI. Writing & Grammar

Modern American

PaintingII. Poetry

I. Elements of MusicIII. Fiction, Nonfiction,

and DramaIII. The Russian

Revolution

II. Classical Music:

Romantics &

Nationalists

IV. Foreign Phrases

VI. Geography of the

United States

III. Cell Division and

Genetics

Domains/Topics not covered by above Domains

Domain: World War II

V. World War II

I. Atomic Structure

II. Chemical Bonds and

Reactions

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Typewritten Text

Remaining Domains and Topics not identified as having immediate Connections


1Impressionism (late 19th‐

century)

2 Blues

3Post‐Impressionism

(early 20th‐century)

4Expressionism and

Abstraction

Dulce et Decorum Est

(Wilfred Owen)

5 Jazz

6

7


Charles Darwin

9

Heritage (Countee Cullen);

The Negro Speaks of

Rivers, Harlem, & Life is

Fine (Langston Hughes)

10

11

12

13

14

Grade 7

III. The Russian Revolution

IV. America from the

Twenties to the New Deal

III. Cell Division and

Genetics

I. America Becomes a

World power

II. World War I: “The

Great War,” 1914‐1918

V. Evolution

IV. History of the Earth

and Life Forms

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Typewritten Text


jtalbot

Typewritten Text

jtalbot

Typewritten Text

15Modern American

Painting

16

17Diary of a Young Girl

(Anne Frank)


Dmitri Mendeleev

18“Declaration of War on

Japan” (Franklin D.

Roosevelt)

19

20

21

22

23


Lise Meitner

25

26

27

28

29

30

31

32

33

34

35

36

I. Atomic Structure


Antoine Lavoisier

II. Chemical Bonds and

Reactions

V. World War II

Page 54


Notes:

‐ Literature topics and titles only listed if the CK Sequence suggests cross‐curricular connections ‐

more can and should be listed as a school develops its own plan


periods/schools within the Arts ‐ this plan reflects cross‐curicular connections AND timeline overlap

when possible

‐ Topic coverage in weeks reflects the recommendations of the Day‐by‐Day Planner ‐ schools will

need to develop their own timeframe for each topic while keeping these recommendations in mind

‐ Broad concepts and processes should be covered in the context of content to which they may

relate. Spatial sense would be introduced and reinforced through meaningful domains (America

Becomes a World Power, World War I and II, etc.). US and World Geography should also be

addressed in this manner

Questions:

‐ Should biographies of individuals be used to introduce or review a concept to which the

individual contributed?

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jtalbot

Typewritten Text

The Grade 7 Suggested Plan takes the following into account:

Grade 8

Length


1

2 JFK's Inaugural Address

3

4

Grade 8

Length


1

2

3"I have a dream"; "Letter

from Birmingham Jail"

(MLK, Jr.)

4

5

Grade 8

Length


120th century Sculpture:

Vietnam Veterans

Memorial

2

3

4"The Marginal World"

(Rachel Carson)

Domain: The Cold War

Domain: Civil Rights

II. The Cold War

III. Civil Rights

IV. The Vietnam War

and Rise of Social

Activism

Domain: The Vietnam War & Rise of Social Activism

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I. Art HistoryI. Writing & Grammar

Usage

II. Architecture since

Industrial RevolutionII. Poetry

I. Elements of MusicIII. Fiction, Nonfiction,

& DramaVI. Biography of

Dorothy Hodgkin

II. Non‐Western Music IV. Foreign Phrases

III. Classical Music:

Nationalists and

Modern

IV. Vocal Music

I. Physics: Work

VI. Biography of

James Maxwell

VI. Biography of

Charles Steinmetz

VI. Science Biography

of Albert Einstein

VII. Civics: The

Constitution

I. Decline of European

Colonialism

Domain/Topics not covered by above Domains

V. Chemistry of Food

I. Physics: Motion

I. Physics: Forces

I. Physics : Density of

Bouyancy

I. Physics: Energy

III. Electromagnetic

Radiation and Light

IV. Sound Waves

VI. The End of the

Cold War: Expansion

of Democracy and

Continuing Challenges

V. The Middle East

and Oil Politics

VIII. Geography of

Canada and Mexico

II. Electricity and

Magnetism: Electricity

II. Electricity and

Magnetism:

Magnetism and

Electricity

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Remaining Grade 8 topics with recommended Science Domains (outline in red):


1

2

3

4

5VI. Biography of

Dorothy Hodgkin

6

7

8

9

10 JFK's Inaugural Address

11

12 I. Physics: Work

13

14

15"I have a dream"; "Letter

from Birmingham Jail"

(MLK, Jr.)

VI. Biography of James

Maxwell

16

17

1820th century Sculpture:

Vietnam Veterans

Memorial

19

20

21"The Marginal World"

(Rachel Carson)

VII. Civics: The

Constitution

III. Civil Rights

IV. The Vietnam War and

Rise of Social Activism

Grade 8

V. Chemistry of Food

I. Physics: Motion

I. Physics: Forces

I. Physics : Density of

Bouyancy

I. Physics: Energy

II. Electricity and

Magnetism: Electricity

I. Decline of European

Colonialism

II. The Cold War

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22 VI. Biography of Charles

Steinmetz

23

24

25

26

27


Albert Einstein

29

30

31

32

33

34

35

36

VI. The End of the Cold

War: Expansion of

Democracy and

Continuing Challenges

V. The Middle East and Oil

Politics

IV. Sound Waves

VIII. Geography of Canada

and Mexico

II. Electricity and

Magnetism: Magnetism

and Electricity

III. Electromagnetic

Radiation and Light

Page 59


Notes:

‐ Literature topics and titles only listed if the CK Sequence suggests cross‐curricular connections ‐ more

can and should be listed as a school develops its own plan


periods/schools within the Arts and History‐ this plan reflects cross‐curicular connections AND timeline

overlap when possible

‐ Topic coverage in weeks reflects the recommendations of the Day‐by‐Day Planner ‐ schools will need to

develop their own timeframe for each topic while keeping these recommendations in mind

‐ Broad concepts and processes should be covered in the context of content to which they may relate.

Spatial sense and Geography would be introduced and reinforced through meaningful domains (Decline

of European Colonialism, Middle East and Oil Politics, etc.)

‐ Study of the Constitution and the Bill of Rights inherently links to the study of Civil Rights and can help

students compare/contrast other forms of government. The placement of VII. Civics should take these

relationships into account while also adhering to chronological coherence

Questions:

‐ Should biographies of individuals be used to introduce or review a concept to which the individual

contributed?

Page 60


jtalbot

Typewritten Text

The Grade 8 Suggested Plan takes the following into account:

GETTING STARTED FEEDBACK FORM School/State___________________________________ Date________Grade Level____________ Circle the answer that best represents your thoughts about this professional development experience. Please add specific comments that would help us to improve our supports for you.

A. Participant Self- Assessment: DAY 1

1. I can now explain the “big picture” of Core Knowledge planning tools and the progression from PLAN, to MAP, to UNIT, to LESSON.

Disagree Somewhat agree Agree 2. I can now explain the 4-C characteristics of the Core Knowledge curriculum and why they

are important for student learning. Disagree Somewhat agree Agree

DAY 2 3. I can now describe what a complete, coherent school-wide, year-long PLAN looks like. Disagree Somewhat agree Agree

4. I can now describe the purpose and features of a domain MAP and feel confident creating one.

Disagree Somewhat agree Agree

5. I understand our next steps in the curriculum mapping process and my role in moving our

PLAN and MAPs to completion and implementation. Disagree Somewhat agree Agree

Comment:

Comment:

Comment:

Comment:

Comment:

Page 61

(over…) B. Feedback for the Facilitator:

6. The facilitator of this training was well-prepared and able to support us. (e.g. If she/he didn’t

know an answer, she/he offered to find out.) Disagree Somewhat agree Agree

7. The facilitator of this training was professional and respectful in interacting with us. Disagree Somewhat agree Agree

C. Feedback on the Learning:

D. Feedback on the Training:

**VOLUNTARY INFORMATION** We value your comments. We use them in our publications to promote this training. If you are especially pleased with this training, please take a moment to tell us so. By signing below, you give us permission to use your name with your statement(s) in future publications. Name ________________________Date ____________________

Comment:

Comment:

I wish there had been (more/less)…

This training could be enhanced by…

Three key things I learned are……

Page 62

Documents

Curriculum Mapping with the Core Knowledge … Mapping with the Core Knowledge Sequence. ... developmental areas of Physical Well- being and Motor Development, ... historical background,