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K-12 Social Studies Unit Development Training
Northwest RESANorth Wilkesboro, North Carolina
September 17-18, 2012
Part I
Log onto the internet
NCDPI K-12 Social Studies Team:
Section ChiefFay [email protected]
Program AssistantBernadette [email protected]
K-12 ConsultantAnn [email protected]
K-12 ConsultantSteve [email protected]
K-12 ConsultantMichelle [email protected]
NCDPI Instructional Technology PartnerGail [email protected]
During this Session:
Reflect on your readiness for engaging in concept-based unit development.
Discuss why a concept-based framework is a useful tool to develop local curricula.
Provide an overview of the Unit Development Process.
Collaborate (by grade level or course) to create or revise a concept-based unit.
We will :
Standards Student Achievement
Th
e S
tan
dar
ds
Essential Standards
Crosswalks
Unpacking Documents
Lo
cal C
urr
icu
lar Curriculum
Framework
Unit Development
Inst
ruct
ion
al D
esig
n Lesson Planning
Developing Classroom Assessments
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.
KNOW
UNDERSTAND
DO
ORGANIZING UNITS OF INSTRUCTION
For Example: 6th Grade
ESSENTIAL STANDARDS
Step 1: “Unpack” the state standards for the grade level or course for which you will develop curriculum.
Unit Unit TitleNCSCOS Clarifying Objectives
Conceptual Lens
1
2
3
4
5
6
7
8
YEARLY/SEMESTER PLAN OUTLINES
Grade level/Course: __________________
General number of units per grade span:3 to 4 units for grades K-34 to 6 units for grades 4-6
5 to 8 units for grades 7-12
Create an outline of units you may teach for the entire year or semester. Assign Clarifying Objectives to each unit. Identify an appropriate conceptual lens. #3. Write a short description of the unit.
Steps 2-4
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.
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
DECIDING ON A CONCEPTUAL LENS
Supports the unit title
Provides direction for thinking
Narrows the scope of the unit
THE POWER OF A CONCEPTUAL LENS…
Conflict
Continuity &
Change
SYSTEMS
Power &
Authority
Influence
INTERDEPENDENCE
DiversityLocation
Roles and Responsibilities
Topic: Our Community
Persuasive ForceInnovation
Perspective
Topic: The American Media
Step 5
Integrating Concepts and Topics
Inter- or Intra –disciplinary Units
17
From Concepts to Generalizations
Step 6
GENERALIZATION=Enduring Understanding
Two or more concepts in a relationship...Concept
Concept
CONCEPTUAL IDEAS THAT TRANSFER DVELOP “DEEP UNDERSTANDING’’
What do I understand as a result of my study that I can transfer?
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.
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 pronouns2. Use a present tense verb3. Show a relationship between at least two concepts4. 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.
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
Scaffolding Thinking Level 1 Verbs: affects, impacts, influence, is
are, have
Lacks clarity and specificity
In these instances, you should scaffold thinking to more complex levels.
To scaffold to Level 2: Ask how or why?
To scaffold to Level 3: Ask so what is the significance?
Evaluating Scaffolding Criteria
Do the ideas should grow in sophistication?
Do the ideas should become clearer from level to level because they are more specific (use more specific micro concepts)?
Did the writers answer their question at each level?
Did the writer avoid using impacts, influences, affects?
Are the verbs active and present tense?
Are the ideas based in fact? (Use “often,” “can,” and “may” if not true all the time, but still important)?
Are the ideas developmentally appropriate?
Level II GeneralizationsTo scaffold a Level 1 generalization to Level 2 ask “how?” or “why?”
• Level 1
– Government policies are influenced by societal norms.
• How are governmental policies influenced by societal norms?
• Level 2
– Governmental policies differ based on time, place, values, and beliefs.
Level III GeneralizationsTo scaffold a Level 2 generalization to Level 3 ask “so what?”
• Level 2
– Governmental policies differ based on time, place, values, and beliefs.
• So what? What is the significance or effect that these factors have on governmental policies?
• Level 3
– The more a country’s people participate in the political process, the more the Governmental Policies should benefit the General Welfare over the welfare of Interest Groups.
Part II: Purpose & Expected Outcomes
You will be able to:
Develop generalizations to support a unit.
Make modifications to strengthen generalizations.
Write guiding questions that lead students to inductively arrive at the generalizations.
Learn how to develop performance tasks to assess understanding.
Identify the non-negotiable components of effective concept-based instruction.
Determine next steps for your district/school to begin designing concept-based units of instruction.
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 unit may have 2-3 provocative questions for the entire unit.
Factual QuestionsLocked 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
An Example – KindergartenUnit Topic:
Who are we?
Conceptual Lens:
Culture and Change
Unit Overview:Who we are is ultimately a reflection of where we come from, what we are raised with, and the experiences that change our lives. In this unit, students will learn about the factors that shape their young lives and the ways that people, places, and things can change over time, remaking who we are.
Generalizations: Who we are is shaped by our culture and can change over time.
1. What is a timeline? (F)
2. How does environment impact culture? (C)
3. Is it important to always be the same as everybody else ? (P)
4. What is the relationship between environment, culture, and community? (C)
5. How is your culture the same as and different from other people’s culture? (F)
6. What are some ways that people can change who they are? (F)
An Example – 6th GradeUnit Topic:
Historical Foundations of Contemporary Societies
Conceptual Lens:
Patterns and Influence
Unit Overview:A variety of factors influence the way that people lived and interacted in the past. Events and ideas from the past continue to shape contemporary societies. Those events and ideas often form patterns that help us understand not only the past, but the present as well. In this unit we will examine the historical foundations of contemporary societies around the world.
Generalizations: Exploration, innovations, and inventions often bring regions into contact with one another and result in the movement of people, goods, and ideas.
1. What innovations and ideas enabled European nations to engage in trans-Atlantic exploration? (F)
2. In what ways can economic goals affect government actions and individual rights? (C)
3. What is the economic impact of emigration on a society? (C)
4. In what ways does demand for natural resources fuel exploration? (C)
5. Why was gold such a desirable resource for nations of Europe during the Age of Exploration? (F)
6. How is the need for oil affecting the way that nations in South America and Europe participate in the global economy? (F)
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)
32
Steps 8-9
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
Developing The Performance Tasks
Student Performances:
• 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. Student Performances are not simple “activities.”
Performance Tasks: Provide students with opportunities to actively demonstrate understanding of concepts, generalizations and content in the standards and unit.
The Components To Developing Performance Tasks
Performance Task Template
[What] Topic
[Why] Generalization(s)
[How] Student Performance
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 ma 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.
R= Role
A= Audience
F =Format
T= Topics
S= Strong verbs and adjectives
WHAT:__(Unit Title)________Why:__(Enduring Understanding(s)_____________HOW:_Performance (RAFTS)___________________
III. Implement the design in a lesson.
Ask: What LEARNING EXPERIENCES and INSTRUCTIONAL
STRATEGIES will enable students to achieve the desired results?
What enabling KNOWLEDGE (facts & concepts) and SKILLS (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?
What ACTIVITIES will equip students with the needed knowledge and skills?
Developing Learning Experiences & InstructionStep 11
Developing Learning Experiences
1. Determine the knowledge and skills that students will need to be successful in independently completing the Culminating Performance Task; then…
2. Design Student Learning Experiences to prepare students with the knowledge and abilities to be successful on the Culminating Task.
3. Do the Correlations of Student Learning Experiences, by number, to the GENERALIZATIONS, KNOW, and KEY SKILL components developed earlier in the unit. This correlation makes certain that the unit has coherence as well as adherence to what you want students to KNOW, UNDERSTAND, and be able to DO.
Developing Learning Experiences & Instruction
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
Developing Learning Experiences
Using the previous performance task, Make a list of learning experiences that a teacher will need to teach and students will need to learn in order to effectively complete the performance task.
Planning Your Next Steps
On the wiki, pull up these data documents
• DPI Recommendations
• Fidelity Check
• Action Plan
