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K-12 Social Studies Unit Development Training

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Title: K-12 Social Studies Unit Development Training


1
K-12 Social Studies Unit Development Training
Part II
Log onto the internet.
2
  • A morning break around 1030
  • Lunch at 1200 noon
  • Afternoon break around 230
  • For unanswered questions and additional
    discussion use the Parking Lot.
  • https//todaysmeet.com/12StepsforWallace

http//www.123rf.com/clipart-vector/logistics.html
3
Ground Rules
  • A few agreements for our two days together
  • TRUST THE PROCESS
  • Place electronic devices on vibrate or off
  • Participate fully
  • Limit side-bar conversations
  • Respectfully disagree

4
Ahas Oh Ohs From Yesterday?
Source http//drawn.ca/archive/gary-taxalis-oh-no
-oh-oh-toys/
Source http//eoprahwinfrey.com/2011/05/oprah-win
freys-top-10-life-lessons/
Day One Exit Ticket
5
  • Trust the Process!
  • It really does work.

6
Todays Purpose Expected Outcomes
  • You will be able to
  • Learn how to scaffold generalizations in order to
    strengthen them and increase rigor.
  • Learn the purpose for the guiding/essential
    questions and how to write your guiding questions
    so that they lead students to inductively arrive
    at the generalizations.
  • Learn how to develop performance tasks that
    assess the KUD (Know, Understand Do).
  • Determine next steps for your district/school to
    begin designing concept-based units of
    instruction in preparation for the session in
    March.

7
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8
Your Turn
9
GENERALIZATION Enduring Understanding
  • Two or more concepts in a relationship...

What do I understand as a result of this
study? CONCEPTUAL IDEAS THAT TRANSFER DEVELOP
DEEP UNDERSTANDING
10
Helpful Guidelines To Remember When Writing
Generalizations
  • Full sentence statements, describing what,
    specifically, students should understand about
    the critical concepts in the lesson
  • Guidelines
  • No proper or personal nouns or pronouns
  • Use a present tense verb
  • Show a relationship between at least two concepts
  • Transferable idea that is supported by the
    factual content
  • Sometimes needs the use of a qualifier (often,
    can, may)
  • Think about the connections between and among
    concepts in the various strands from your web.

11
Common Errors
  1. Use of past tense verbs or proper nouns which
    makes them facts instead of generalizations
  2. Use of proper nouns or pronouns
  3. Only one concept represented
  4. Use of value statements
  5. Lack of clarity (poor word choice or sentence
    construction)
  6. Use of level 1 verbs impact, affect, influence,
    is, are, have (need to scaffold)

12
Lets Look at our Generalizations From Yesterday

Google Document
13
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14
What is a Level 1 Generalization?
  • Use the following verbs
  • influence, impact, affect, is, are
  • Lack clarity and specificity
  • These are the generalizations we should scaffold
    to Level 2.

15
Scaffolding Thinking
  • The ideas in your generalization
  • Should grow in sophistication.
  • Should become clearer from level to level because
    of increased specificity use of more specific
    concepts.
  • The verbs should be active and present tense.
  • Should be based in fact. (Use often, can,
    and may if not true all the time, but still
    important)
  • Should be important and developmentally
    appropriate.


16
Scaffolding Thinking
  • The verbs in your generalization
  • Should be active and present tense.
  • Should be clear and specific.
  • Impacts, Influences, Affects, Is, Are(are
    always Level 1 verbs only)
  • Level I verbs should be replaced to provide you
    with a generalization that presents a clearer and
    more specific idea.


17
Scaffolding From Level I to Level II
Generalizations
  • To scaffold a Level 1 generalization to Level 2
    ask how? or why?
  • Level 1
  • Government policies are influenced by societal
    norms.
  • Now ask the question (How? or Why?) How are
    governmental policies influenced by societal
    norms?
  • Level 2
  • Governmental policies differ based on time,
    place, values, and beliefs.

18
Scaffolding From Level I to Level II
Generalizations
  • To scaffold a Level 2 generalization to Level 3
    ask so what?
  • Level 2
  • Governmental policies differ based on time,
    place, values, and beliefs.
  • Now ask the question So what? What is the
    significance or effect that these factors have on
    governmental policies?
  • Level 3
  • The more a countrys people participate in the
    political process, the more the Governmental
    Policies should benefit the General Welfare over
    the welfare of Interest Groups.

19
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20
Lets Look at our Generalizations From Yesterday
Do Any Need To Be Moved To Level II
Generalizations?
Google Document
21
Practice Evaluating Scaffolding
  • Your Task.
  • Evaluate each of the generalizations you and your
    group wrote for homework.
  • Scaffold ALL level 1 generalizations up to level
    2.
  • Choose one of your new level 2 generalizations to
    scaffold up to a level 3.

Level 2 Generalization
Level 2 Generalization
Level 3 Generalization
22
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?


23
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24
Writing Guiding Questions
Step 7
25
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 complete unit should only have 1-2 provocative
    questions for the entire unit.

26
Lets Observe Teachers Working On Guiding
Questions For Their Unit

27
Factual Questions
  • Locked in time, place, or situation

Example In what ways did the increasing
industrialization and overproduction in the late
19th century in the U.S. lead to a need for
foreign markets?
28
Conceptual Essential Questions
  • These questions can transfer over time and space.

Example Why do stronger nations conquer weaker
nations?
29
Provocative Essential Questions
  • These questions have no right or wrong answer
    and should stir debate.

Examples
Was the New Deal a fair deal or a raw deal?
Is war ever justifiable?
30
You decide.
  • How did native peoples in Europe and South
    America use and adapt to their environment?
  • Factual
  • Conceptual
  • Provocative

31
You decide.
  • Is economic stability in Africa possible?
  • Factual
  • Conceptual
  • Provocative

32
You decide.
  • How can immigration present both advantages and
    disadvantages for people moving to a new region
    or nation?
  • Factual
  • Conceptual
  • Provocative

33
An Example WH
  • Generalizations Exploration and innovation
    often brings regions into contact with one
    another and result in the movement of people,
    goods, and ideas.
  • What innovations and ideas enabled European
    nations to engage in trans-Atlantic exploration?
  • In what ways can economic goals affect government
    actions and individual rights?
  • What is the economic impact of emigration on a
    society?
  • In what ways does demand for natural resources
    fuel exploration?
  • Why was gold such a desirable resource for
    nations of Europe during the Age of Exploration?
  • How is the need for oil affecting the way that
    nations in South America and Europe participate
    in the global economy?
  • Unit 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.

34
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.
  • In what ways did the U.S. use emotional response
    to generate public support for the search for
    communists and anarchists in American government?
  • How might fear affect political or government
    action?
  • Is the restriction of civil liberties ever
    justified?
  • How have both the Red Scare and the Patriot Act
    impacted the constitutional rights of U.S.
    citizens?

35
Practice Writing Essential Questions
  • Choose one of your generalizations and write one
    of each type of guiding question.
  • Factual
  • Conceptual
  • Provocative

http//www.online-stopwatch.com/world-games-runnin
g/
36
Steps 8 9
Identifying Key Content Skills
36
37
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38
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39
Skills and Content
40
Lets Observe Teachers Discussing The Key
Concepts and Key Skills of Their Unit

41
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42
Step 10
Aligning Assessments (Performance Tasks and
Other Assessments)
42
43
Assessing for Understanding
Step 10
  • 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 KUDs.
  • Develop effective criteria to evaluate the
    results.

U
D
K
44
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45
Developing The Performance Tasks
  • The Student Performances
  • Combine content and skills into a format that
    shows what students know and can do with what
    they understand.
  • 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.
  • Provide students with opportunities to actively
    demonstrate understanding of concepts,
    generalizations and content in the standards and
    the unit.
  • Student Performances are not simple activities.

46
  • How do you design performance tasks
  • that demonstrate mastery of desired
  • outcomes?

47
A Quality Performance Assessment Is
  • Aligned with generalizations/essential
    understandings
  • Authentic/Scenario/Simulation based
  • Designed to offer students options
  • Evaluated against clear criteria

48
The Components To Developing Performance Tasks
Performance Task Template What
Topic Why Generalization(s) How
Student Performance
49
Heres 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 may 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.
50
Lets Observe Teachers Trying to Decide Upon a
Performance Task for Their Unit

51
Working It Out Together!
Is It A Task or An Activity?
52
Practice Recognizing Performance vs. Activity
  • Curriculum Standard
  • Analyze Lincolns ideas about liberty,
    equality, union, and government as contained in
    his first and second inaugural address and the
    Gettysburg Address.
  • Enduring Understanding (Generalization)
  • Watershed events mark turning points in
    history.
  • Student Performance or Activity?
  • Recite from memory key passages from the
    Gettysburg Address.

ACTIVITY
53
Practice Recognizing Performance vs. Activity
  • Curriculum Standard
  • Analyze Lincolns ideas about liberty,
    equality, union, and government as contained in
    his first and second inaugural address and the
    Gettysburg Address.
  • Essential Understanding (Generalization)
  • Watershed events mark turning point in
    history.
  • Student Performance or Activity?
  • Recite from memory key passages from the
    Gettysburg
  • Address. Use these passages to tell why
    Lincolns Gettysburg Address is considered a
    watershed event in American History.

54
Practice Recognizing Performance vs. Activity
  • Curriculum Standard
  • Explain the impact of significant
    international events such as WWI and WWII on
    changes in the role of government.
  • Predict the effects of selected
    contemporary legislation on the roles of
    government.
  • Essential Understanding (Generalization)
  • As a society becomes more complex, the role of
    government increases in the daily life of its
    citizens.
  • Student Performance or Activity?
  • Create a 3-column chart. In the first column
    list significant international events such as
    WWI, WWII and Global Terrorism. In the second
    column show some of the resulting U.S.
    legislation, or governmental policies, enacted in
    response to these events. In the third column
    detail the impact of the legislation on the daily
    life of citizens. In a paragraph below the chart,
    answer this question How does the increasing
    complexity (social, economic, political) of a
    society lead to the expansion of government?

PERFORMANCE
55
Working on Performance Statements
  • Curriculum Standard
  • Identify the reasons for and describe the system
    of checks and balances outlined in the U.S.
    Constitution.
  • Essential Understanding (Generalization)
  • The values, beliefs, and ideals of a country are
    reflected in their laws and political documents.
  • Student Performance or Activity?
  • Design a graphic organizer demonstrating the U.S.
    system of checks and balances. Then have students
    use the graphic organizer to write a defense as
    to why they think the system of checks and
    balances reflects American values and beliefs.

PERFORMANCE
56
Work Together At Your Table To Turn The Following
Two Activities Into Performances
  • 2
  • Curriculum Standard
  • Analyze the causes and effects of
    physical and human geographic
    factors on major
    historical and
    contemporary events in the
    United States.
  • Essential Understanding (Generalization)
  • The availability of human and
    material resources provide tactical
    advantages in times of war.
  • Turn The Below Activity Into A Performance
  • Create pie graphs which show
    available resources to the
    North/South before
    the Civil War.

1 Curriculum Standard Analyze the
effects of increased global trade on the
interactions between nations in Europe, Southwest
Asia, the Americas and Africa. Essential
Understanding (Generalization) The desire for
resources and markets can be catalysts for
exploration and may lead to increased global
interaction, economic competition and additional
colonial possessions. Turn The Below Activity
Into A Performance Create a virtual poster that
visually shows at least 3 effects of European
nations acquisition of colonial resources in the
New World.
http//www.online-stopwatch.com/eggtimer-countdown
/
57
Now Its A Performance
  • 1
  • Curriculum Standard
  • Analyze the effects of increased global
    trade on the interactions between nations in
    Europe, Southwest Asia, the Americas and Africa.
  • Essential Understanding (Generalization)
  • The desire for resources and markets can be
    catalysts for exploration and may lead to
    increased global interaction, economic
    competition and additional colonial possessions.
  • Student Performance or Activity?
  • Create a virtual poster that visually shows at
    least 3 effects of both Spain and Britains
    acquisition of colonial resources in the New
    World.
  • Use this poster to support an argument that
    would persuade someone that the benefits far
    outweighed any negative consequences.

58
Now Its A Performance
  • 2
  • Curriculum Standard
  • Analyze the causes and effects of physical
    and human geographic factors on major historical
    and contemporary events in the United States.
  • Essential Understanding (Generalization)
  • The availability of human and material
    resources provide tactical advantages in times of
    war.
  • Student Performance
  • Create pie graphs which show available
    resources to the North/South before the Civil
    War, and describe the availability of those
    resources affected the outcome of the war for
    each side.

59
Your Turn
Performance Task Template What
Topic Why Generalization(s) How
Student Performance
http//www.online-stopwatch.com/world-games-runnin
g/
60
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61
Step 11
Learning Experiences
61
62
The Learning Experiences
Planning With The End In Mind
Step 11
  • Learning Experiences
  • Are developed after you have designed the
    performance task
  • Are the content, understandings and skills that a
    teacher will need to teach and students will need
    to learn in order to effectively complete the
    performance task.

63
Lets View A Few Examples
Activity Performance Generalization (What Students Should Understand)
Recite from memory key passages from the Gettysburg Address. In a speech recite passages you have learned from Lincolns Gettysburg Address and tell why these passages provide evidence to support the Address being considered a watershed event in American History. Watershed events mark turning point in history.
Design a graphic organizer demonstrating the U.S. system of checks and balances. Design a graphic organizer demonstrating the U.S. system of checks and balances. Use the information in that graphic organizer to write a defense as to why they think the system of checks and balances reflects American values and beliefs. The values, beliefs, and ideals of a country are reflected in their laws and political documents.
Draw a Venn diagram showing the comparisons between life as a Athenian citizen and life as a Spartan citizen. Draw a Venn diagram showing the comparisons between life as a Athenian citizen and life as a Spartan citizen. Use this diagram to support a speech that could be given to someone from ancient Egypt whom you are trying to convince to come live in Sparta or in Athens. People are often introduced to new goods, ideas and opportunities as they move from one place to another.
Example One
Example Two
Example Three
64
Practice
  • Your task now is to craft deliberate learning
    experiences that will lead students to
    successfully demonstrating their knowledge,
    understanding and skills of the learning.
  • Working with your partners, craft appropriate and
    deliberate learning experiences that align with
    the standards, generalizations, and performance
    task that you have been given!

65
Lets Watch Our Teachers One Last Time Deciding
On The Learning Experiences

66
  • Trust the Process!
  • It really does work.

67
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68
Planning Your Next Steps
69
Exit Ticket
  • Please complete the post-assessment evaluation.
  • Thank You!
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