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November 8, 2007 4:28 p.m. 7 pounds, 5 oz. 20 inches. Owen Zachary Mong. Getting Acquainted. Marlo Mong Social Studies Program Specialist 1754 Twin Towers East Atlanta, Georgia 30334 Office phone: 404-463-5024 Email: [email protected]. Group Norms and Housekeeping. Group Norms: - PowerPoint PPT Presentation
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Owen Zachary Mong
November 8,
2007
4:28 p.m.
7 pounds, 5 oz.
20 inches
Getting Acquainted
Marlo MongSocial Studies Program Specialist
1754 Twin Towers EastAtlanta, Georgia 30334Office phone: 404-463-5024Email: [email protected]
Group Norms and Housekeeping
Group Norms: Ask questions
Remember, there are no dumb questions!
Work toward solutions Take ownership in
the redelivery. These are guidelines to help you prepare classroom teachers.
Housekeeping: Parking Lot
Questions & Concerns
Needs Breaks & Lunch Restrooms Phone calls
Please restrict to emergencies
Professional Learning Units (PLUs)
Local systems award PLUs MUST bring form to sign FROM SYSTEM DOE does not provide PLU forms
Trainer will ONLY sign forms at end of day If you need to leave early for any reason, trainer
will only sign for time you were actually in training CANNOT sign forms retroactively All information was in training letter that went
to systems on June 13th, 2007.
Today’s Agenda
Redelivery & Online Training updates
Content Area SeminarRevisiting Conceptual TheoryUsing Enduring Understandings & Essential Questions
Small Group Discussion:Redelivery process?
1. At your table, discuss the redelivery process for your school system. Include these points in your discussion.
Success stories? Troubleshooting?
2. Pick one person to share. Each small group will report to the whole the following:
Positive aspects Major concerns/issues
Online Training Update
Day 1 up and running Access through
www.georgiastandards.org Comments from those who have used
it Day 2 in development
Anticipate active in early 2008 Same format as Day 1 Access through georgiastandards.org
CONTENT KNOWLEDGE SEMINAR
ECONOMICS IN 3-5
Chris CannonTeacher on Assignment
Econ Reference Sheet
Intended as a refresher/overview NOT “all-encompassing” No influence on CRCT When in doubt, ask
What’s there?
• 3rd Grade– Productive resources, role of Government,
trade, personal economic decisions• 4th Grade
– Various concepts linked to history standards– Personal budget and personal decisions
• 5th Grade– Same concepts in 4th grade– 3 sectors of economy– Consumer/business interaction– Personal budget and personal decisions
What’s the big idea?
Want to introduce students to the themes, concepts, and ideas that recur in econ
4th and 5th use the same concepts in the 1st econ standard
Economics is a true ladder, particularly in personal finance
Focus on getting students to understand the concepts first, then can apply
What’s the big idea?
Scarcity/Opportunity Cost Incentives Gain from Trade Interdependency Government Interaction Consequences of Decisions
BUT Chris, that’s too much for
elementary kids! How are we
supposed to teach all that?
with Play-Doh!
What can I do with it?
Using the Play-doh activity as a base and your standards, identify how this activity could help you teach various aspects of your standards.
Discuss with small group and prepare to share with the large group.
CONTENT KNOWLEDGE SEMINAR
AMERICAN GOVERNMENT IN 3-5
Dr. Bill CranshawProgram Manager
What drives our government? Beliefs and Ideals
The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society.
Time, change, and continuity The student will understand that while
change occurs over time, there is continuity to the basic structure of that society.
Beliefs and Ideals and Government What beliefs and ideals do we have
about our government? Where do these beliefs and ideals
originate? Why do we believe these ideals?
Beliefs and Ideals
• Government of the people– “We the people…ordain and establish…”– Government derives it authority from the
people• Government by the people
– Right to vote not denied– Popular sovereignty
• Government for the people– “promote the general welfare, secure the
blessings of liberty”– Government exists for to serve the people
Beliefs and Ideals: From Where?
Things from the past influence us (Time, change, and continuity (SS3H1) Olympics (SS3H1a) Buildings (see pictures) (SS3H1a) Government (Beliefs and Ideals)
Athenian government Democracy
Direct (Athenian) Representative (U.S.) Popular sovereignty (citizens decide) Power resides with citizenry
The Goal
Things in our government come from many sources. One is Ancient Athens’ ideas on government.
There are many other places we got ideas, but for this grade we only want to begin to get the idea across that we use things from the past.
Ladder curriculum, begin idea that we use things from the past.
As we move to upper grades learn about other places we got ideas on government.
Conflict and Change and Government Conflict and Change
The student will understand that when there is conflict between or within societies, change is the result.
What is conflict? Why does conflict produce change? What is change? Examples of conflict and change in the U.S.
American Revolution Civil Rights
Conflict and Change and The Constitution Early Structure (Colonial)
Individual colonies direct relations with England Separate entities, no real unity
American Revolution Need to work united Concerned about individual sovereignty
Articles of Confederation Weak central government No executive Each state 1 vote in legislature States held supreme power Did not work
Conflict and Change and The Constitution Continental Congress (Constitutional
Convention) Issues
Power Rights of states Rights of individuals Slavery
What were the conflicts? How were they resolved?
Conflict and Change and The Constitution Power
Separation of powers Checks and balances
States Rights Bicameral legislature
Representation by population Representation same for all The Great Compromise
Enumerated Powers
Conflict and Change and The Constitution Slavery
Did not mention Slave trade prohibition delayed 20 years 3/5 compromise
Individual Rights Federalist vs anti-federalists Bill of Rights
Changing times and ideas Amendments Prohibition
REVISITING CONCEPTUAL
TEACHING
Would you rather your students…
Be able to list all European explorers and where they first made contact with the Native Americans
Be able to list all of the changes made in writing the Constitution
or Be able to discuss the impact movement and migration have using example from European exploration in the 16th century?
Be able to explain the role of conflict and change throughout history using examples from the Constitutional Convention?
Three principles of Conceptual Teaching
Principle #1: Existing understandings & knowledge foundation for new learning.
Principle #2: Essential role of factual knowledge and conceptual frameworks in understanding.
Principle #3: The importance of self-monitoring.
How is conceptual teaching different?
Topic Based Facts and activities
center around specific topic .
Objectives drive instruction.
Focus learning and thinking about specific facts.
Instructional activities use a variety of discrete skills.
Standards Based Use of facts and
activities are focused by enduring understandings.
Essential questions, drawn from enduring understandings, drive instruction.
Facts are learned to understand transferable concepts and ideas.
Instructional activities call on complex performances using a variety of skills.
CREATING AND USING ENDURING
UNDERSTANDINGS
Purpose of EUs
In order to teach conceptually, you must use Enduring Understandings because... Each unit teaches 2-3 concepts at a time Creates scaffolding to organize facts Uses broad statements that apply to many situations Relates facts to what students already know
How do we teach conceptually using Enduring Understandings? Introduce the Enduring Understandings at the beginning
of the year using real world experiences. Unit 1 is the key! Watch this video…
EU’s are the vehicle by which we do conceptual teaching
Enduring Understandings
Conceptual understandings drawn from and supported by critical content (Erickson, 71)
Provides language to link themes and concepts to standards, knowledge and skills.
Basis of conceptual teaching Provide scaffolding Standards provide specificity to concepts
Written in sentence form in the present tense This is essence of what students should take
from the unit.
Enduring Understandings
Deeper, transferable ideas that arise from fact-based studies
Statements of conceptual relationships Transfer across time and across cultures
Exemplified through the fact base Transcend singular examples
Characteristics Broad and abstract Generally timeless Universal Examples vary, but support truth of EU
H. Lynn Erickson. (2002). Concept
Based Curriculum and Instruction, p. 83.
Pick the Enduring Understandings…
1. European exploration produced a change in the new world.
2. Conflict causes change.3. Ethnic groups in the United States
have developed social organizations.4. People move to meet needs and
wants.5. Migration of cultures creates changes
in beliefs and ideals.
Kid Friendly Examples
6-12 Movement/Migration: TSWUT the movement or migration of people and ideas affects all societies involved.
3-5 Movement/Migration: TSWUT when people move to new places, changes occur for those who move and for those who already live there.
Writing Enduring Understanding Develop “Kid
Friendly” EU’s for these UCTs Beliefs and Ideals Conflict and
Change Distribution of
Power Individuals, Groups
and Institutions
Use this checklist Written as sentence
using present tense Used in multiple
units Applies to different
grade levels/courses References actual
concepts/themes from the unit
CREATING ESSENTIAL QUESTIONS
USING ENDURING
UNDERSTANDINGS
What is an Essential Question? H. Lynn Erickson
Specific, open-ended, thought provoking questions that probe the factual and conceptual levels of understanding (p.164)
Learning Focused Schools (Thompson) Generally related to the specific learning
objectives of a lesson Can be answered by students with
instruction
What is an Essential Question?
Wiggins and McTighe Represent a big idea that has enduring value
beyond the classroom Reside at the heart of the discipline (doing the
subject) Offer potential for engaging students
GaDOE Social Studies folks EQ’s get to the heart of enduring understanding Help students relate the factual knowledge to
the concepts in the unit May or may not have a definitive answer Goes beyond yes and no answers
Essential Questions
Broad, overarching. Go to heart of
discipline Re-occur naturally in
the discipline May not have a right
answer Raise other
important questions
Unit, content specific Related to specific
aspects of content Frame specific set of
lessons or unit May be answered as
result of lesson, May not have a
definitive answer
The essential question can be developed in two different ways. It is important to develop both types in your unit course plan.
Examples of Broad & Specific EQs
EU: The student will understand that the movement or migration of people and ideas affect all societies involved.
Kid Friendly EU: The student will understand that when people move to new places, changes occur for those who move and for those who already live there.
Possible broad EQs How does migration impact the lives of people new to the
area? How does migration of new people or ideas to an area
affect those who already live there? Possible specific EQs
How did European migration affect Native American life? How did the Europeans’ lives change as a result of
movement to the British Colonies?
Creating Essential Questions
Activity #21. Using the “kid friendly” Enduring Understandings
you just developed, pick 1 EU and create 2 BROAD Essential Questions and 2 SPECIFIC Essential Questions. Remember the difference between broad and specific
EQs. The EQ does not always have a single answer.
2. Remember to base your essential questions on your ENDURING UNDERSTANDING and related GPS content!
3. Write your Enduring Understanding & Essential Questions onto chart paper and post. Pg. 16 in the Facilitator’s Guide
What’s next? Begin redelivery of Day 2 to your school system. Pick another different, but still “favorite,” SS unit
to teach and a reading/ELA unit. Think about the resources you use to teach your
favorite units to share with others. We will do another “Give One~Get One” activity with resources.
See you at Days 3 & 4. Remember it will be two days in a row!
Thank you very much for being here today! Any other questions or concerns?
Contact Information
Dr. Bill Cranshaw Social Studies Program Manager [email protected] 404-651-7271
Marlo Mong Program Specialist (K-5 Focus) [email protected] 404-463-5024
Sarah Brown Teacher on Assignment (K-2 Focus) [email protected] 404-651-7859
Chris Cannon Teacher on Assignment (6-12 Focus) [email protected] 404-657-0313