Presenters Craig Benjamin and Richard Cooley Grand Valley State University gratefully acknowledge th

1
Creating Instructional Units Based on the World
History and Geography CEs
Muskegon ISD Presentation II Tuesday Dec 4th 2007

• Presenters Craig Benjamin and Richard Cooley
  (Grand Valley State University) gratefully
  acknowledge the work done on this presentation by
  fellow WHGCEs Committee Members Jessica Cotter
  (Holt HS) and Bill Strickland (East Grand Rapids
  High School)

2
Structure of this Presentation

• Quick Review of Structure and Philosophy of
  WHGCEs
• Periodization
• Lenses (Geographic Scales)
• Translating Content Expectations into Daily
  Lessons using Periodization Lenses
• Dangers, Mistakes, Pitfalls
• Model Unit by Nesting CEs
• Model Unit by Problem- or Issue-based instruction
• Assessment
• Instructional Resources

3
WHG Structure Philosophy

• Introductory Essay, pp. 12-16
• Essential to understand how WHG is NOT just a
• Social Studies theme-based World History
• Regional Studies World History or Geography
• Western Civ Plus course
• Overview Chart, p. 18
• Good visual tool for overall conceptual
  understanding of CEs.

4
(No Transcript)
5

• Periodization
• Intentional Overlap of Periods
• Era 5 15th-18th centuries
• Era 6 ends 1914, Era 7 begins 1900
• Turning Points
• Why is 1500 considered a major turning point?
• Calendars

Structure and Philosophyof WHG
6
The Challenge of Periodization
Source Deborah S. Johnston, AP World
History Teaching Unit 1, 2003
7
Lenses(Geographic Temporal Scales)

• Interrelationship of different lenses
• Global / Cross-Temporal
• Interregional
• Regional
• Lenses help organize and simplify WHG Content
• Students can see relationships
• between the big picture and
• specific examples

8
Structure of this Presentation

• Quick Review of Structure and Philosophy of
  WHG
• Periodization
• Lenses (Geographic Scales)
• Translating Content Expectations into Daily
  Lessons using Periodization Lenses
• Dangers, Mistakes, Pitfalls
• Model Unit by Nesting CEs
• Model Unit by Problem- or Issue-based instruction
• Assessment
• Instructional Resources

9
Typical Dangers, Mistakes, Pitfalls of WH or WG

• World History too often devolves
• into one darn thing after another
• Facts w/o context or larger meaning
• Facts are too disconnected from each other and
  the present
• World Geography too often devolves
• into one darn place after another
• Omits trans-regional content changes
• across time
• Facts are too disconnected from the past

10
Syllabus Two or Three12-Week Trimesters

• Covering material can happen in many different
  ways
• Organizing by chronology can be easiest at first,
  (due to familiarity) but is not the only way
• Students should be connecting big ideas from era
  to era

11
Teaching to the average student

• Differentiating instruction
• Reaching different levels of Blooms
• Adapting for students with special needs

12
How to teach all this content!!!

• Teaching the CEs means creating a
• WHG narrative
• How do you want to organize
• your story?
• Teaching the CEs means
• synthesizing CEs
• How do the CEs fit together?
• Looking for patterns and
• connections
• Use class time efficiently

13
Lets Nest!! (Its not just for the birds)

• CEs are MADE to be complementary!!
• Notice that the global CEs are the general
  narrative that the regional put together
• (And the regional CEs make
• up the global story!!)

14
WHG Era 4 Expanded and Intensified Hemispheric
Interactions 300 1500 CE
15

• Does this mean I can just teach the regions?
• Absolutely not!

All three levels must be taught in order to get
the big picture while still recognizing the
important characteristics of regional
development!
16
Why is this dangerous?
17
(No Transcript)
18
Nesting Exercise I want everyone to think about
the early 20th Century industrialization of the
world

• At the local level (Detroit)
• At the regional level (Midwest)
• At the national level (USA)
• At the interregional level (Western hemisphere)
• At the global
• level

19
Questions

• What changes at each
• level?
• What details are added or removed?
• How are these levels connected (or nested)?
• At what level does this topic become world
  history?
• How would you help students move between these
  levels?

20
Now A Sample Unit Focused on Nesting

• Overview
• Numerous content expectations are hit in each
  lesson
• Assessments can look at global or regional or both

21
Structure of this Presentation

• Quick Review of Structure and Philosophy of
  WHG
• Periodization
• Lenses (Geographic Scales)
• Translating Content Expectations into Daily
  Lessons using Periodization Lenses
• Dangers, Mistakes, Pitfalls
• Model Unit by Nesting CEs
• Model Unit by Problem- or Issue-based instruction
• Assessment
• Instructional Resources

22
Sample UnitBased on Problem/Issue

• See Issues in Interpreting the WHG CEs, Part 3
  (handout)
• Sample Era 6, Age of Global Revolutions
• Ties together multiple units/eras
• Provides conceptual structure on which students
  can hang their knowledge

23
Era 6 is Our Example

• Take a look at the Global, Inter-
• regional and Regional content of Era 6

24
Designing a Unit(s) for WHG
Japan 6.2.2, 6.3.2
France 6.2.1, 6.3.1
Political 6.1.1, 6.1.4
Haiti 6.2.1
China 6.2.1
Mexico 6.2.1
US 6.2.1
Latin America 6.2.1
Era 6 Global Revolutions 18th Cent - 1914
Migrations Population 6.1.2, 6.1.3
Economic 6.1.4, 5.3.5
Environment 6.2.3
India
Military 6.2.4, 7.3.3
Social Impact 6.2.3
Industrialization 6.1.4, 5.3.5
S. Africa
E. Asia
25
Using an Issue/Problem toFocus Unit Instruction

• Europes increasing global
• power 1500-1900 (6.1.5)
• Was it due to European
• developments?
• Renaissance, Reformation, Age of Exploration,
  Colonization, Political Revolutions, Industrial
  Revolution, Social transformations
• Was it due to outside developments?
• Decline of Ottoman, Mughal Empires
• Isolation of Ming/Qing China, Tokugawa Japan

26
Designing a Unit(s) for WHG
Japan 6.2.2, 6.3.2
France 6.2.1, 6.3.1
Political 6.1.1, 6.1.4
Haiti 6.2.1
China 6.2.1
Mexico 6.2.1
US 6.2.1
Latin America 6.2.1
How to interpret Europes increase in
power 1500-1900?
Migrations Population 6.1.2, 6.1.3
Economic 6.1.4, 5.3.5
Environment 6.2.3
India
Military 6.2.4, 7.3.3
Social Impact 6.2.3
Industrialization 6.1.4, 5.3.5
S. Africa
E. Asia
27
Benefits of Issue-Based Unit

• Serves as organizing guide for all learning
• Students know how Factoid X fits into larger
  trends
• Encourages students to use higher level cognitive
  skills (Bloom)
• Students interpret rather than memorize
• Students feel more in control of their own
  learning (because they are in more in control!)
• Does NOT need to address every fact

28
Characteristics ofQuality Unit Design

• Students Enjoy!
• Students not only know what they know, but they
  know how it all fits together.
• Ties together multiple eras
• Teach multiple CEs each day
• Uses multiple lenses
• 6.1.x Global Comparative CEs
• 6.2.x Interregional CEs
• 6.3.x Regional CEs

29
Flexibility in Curriculum Design

• CEs designed to be used for multiple schedules
• Standard, 4x4 Block, A/B Block
• Semester, Trimester, (2 trimesters?
• 3 trimesters?) Quarters
• One-year, 1-1/2 or 2-year (including instruction
  in Middle School)

30
Flexibility in Curriculum Design

• CEs do NOT have to be taught in numeric order
• 7.2 then 7.3.1 then 7.1 then 7.3.2
• Most daily lessons teach multiple CEs
  simultaneously
• Deductive (Global to Regional) vs. Inductive
  (Regional to Global)
• WHG Eras do NOT necessarily translate into 1
  Instructional Unit.
• 1900-1945 might be 2-4 units
• Some units might transcend multiple eras (e.g.
  Ottoman Empire in Eras 5-6)

31
Structure of this Presentation

• Quick Review of Structure and Philosophy of
  WHG
• Periodization
• Lenses (Geographic Scales)
• Translating Content Expectations into Daily
  Lessons using Periodization Lenses
• Dangers, Mistakes, Pitfalls
• Model Unit by Nesting CEs
• Model Unit by Problem- or Issue-based instruction
• Assessment
• Instructional Resources

32
WHG Assessment

• The MEAP/MME is NOT the only assessment!!!
• Formative and Summative
• Classroom-based and/or state-wide
• Variety
• Multiple-choice
• Performance
• Projects
• Blooms Taxonomy Levels

33
Resources for Curriculum Development

• Michigan Geographic Alliance
• WHG CEs Intro Essay pp. 12-16
• SCOPES
• World History For Us All
• National Geography Standards

• Bridging World History
• National Geographic Society
• World History Bulletin
• World History Connected