The Essential Standards

1
The Essential Standards

• Part 2

2
What we doing today

• Morning
• A quick review of the Standards
• Feedback about the new Curriculum
• The wiki (an update and overview)
• Session with DPI (Heather Mullins) 10.15-11.30
• Conceptual Lens
• Afternoon
• Unit Development
• Session with grade levels and unit development
  activity

3
Build a plane

• http//www.youtube.com/watch?vL2zqTYgcpfg

4
The Essentials..

• http//livebinders.com/play/play_or_edit?id112587
  

5
The new curriculum

• The Good, the Bad and the Ugly???

6
The Wiki

• http//catawbasocialstudies.wikispaces.com/

7
So, what are you trying to accomplish by this
paradigm shift in how we do things?

• http//www.youtube.com/watch?vEXR9Ft8rzhkfeature
  related
• http//www.youtube.com/watch?vlBYrKPoVFwg

8
Conceptual Lens
9
The new Standards move us to the Conceptual model.

• Move away from 2-dimensional topic based model
• Move toward a 3-dimensional model of Thinking

Process Skill
Factual Content
Factual Content
Process Skill
Concepts principles
10
The Conceptual Lens

• Traditional Standards and Curriculum
• are topic-based and focused mostly on the facts
• History Colonial Era, Lost Colony, American
  Revolution, American Civil War
• Cultural Geography South America and Europe,
  Swahili, Aborigines, Buddhism
• Civics Economics American Revolution, U.S.
• capitalism, Brown vs. Board of Education,
  mercantilism

11
Concepts are
Timeless Universal Transferable Abstract
and broad (to various degrees) Examples
share common attributes Represented by 1-2 words
12
Conceptual Standards and Curriculum are
concept-based and focused on transferable
ideas History continuity and change,
leadership, revolution, war, conflict Cultural
Geography climate change, location, resources,
environmental challenges, human migration,
cultural development Civics Economics
scarcity, justice, freedom, authority, trade
13
Activity From Concepts toGeneralizations

• 4.H.1.3
• Explain how people, events, and
• developments brought about changes to
• communities in various regions in North
• Carolina.
• What are the concepts that you would teach
• from this standard? From the concepts,
• write a generalization or essential
• understanding.

14
Generalizations U.S. Westward
Movement People migrate to meet a variety of
needs. Migration may lead to new opportunities or
greater freedom. Migration Opportunity
Needs Freedom Early American settlers
migrated west. Early American settlers looked
for new opportunities.
15
(No Transcript)
16
Micro v Macro Concepts
17
MACROCONCEPTS.

• Interdisciplinary
• Gives us breadth
• Change and Continuity
• Interdependence
• Conflict and Cooperation

18
MICROCONCEPTS

• Discipline-specific
• Give us depth
• Rule of Law
• Settlement Patterns
• Trade
• Cultural Diffusion

19
Macro vs. Micro Concepts Environment Culture Supp
ly Demand Movement System Civil War
20

• Looking at a topic through a conceptual
• lens engages the personal intellect and
• emotions of the student
• deeper level of understanding,
• retain the factual information
• because it has relevance, and
• it builds motivation and ownership.

21
The Power of Conceptual Lens Activity
Continuity Change
Influence
Power Authority
Systems
Conflict
Interdependence
22
The Thinking Classroom.

• http//www.teachertube.com/viewVideo.php?video_id
  108544titleThinking_Skills_in_Anatomy_Class

23
YOUR TURN Decide upon a Conceptual Lens for a
unit on the American Revolution and be prepared
to explain how it will engage student inquiry. Con
ceptual Lens_________________ Topic The
American Revolution
24
Unit Development
25

• Step 1 Start with the Essential Standards.
• Step 2 Deconstruct the Essential Standards and
  the Clarifying Objectives. (Unpacking Documents)
• Step 3 Create an outline of units you may teach
  for the entire year/semester.
• Step 4 Create a Concept/Content web.

26
(No Transcript)
27
(No Transcript)
28
THIRD GRADE SAMPLE

• CIVICS GOVERNMENT
• (3.CG.2.1, 3.CG.2.2)
• citizenship
• community roles
• leadership
• rules and laws

• MATHEMATICS
• number sense
• coordinate grids
• data collection

• GEOGRAPHY ENVIRONMENTAL LITERACY
• (3.G.1.1, 3.G.1.3)
• location
• place
• population distribution
• movement
• adaptation
• environment
• change
• region

• ECONOMICS FINANCIAL LITERACY
• (3.E.1.1, 3.E.1.2, 3.E.2.1, 3.E.2.2)
• needs and wants
• supply and demand
• scarcity
• goods and services
• division of labor
• economic decision-making
• entrepreneurship
• consumer

Unit Title
HOW DO WE MEET OUR BASIC NEEDS

• INFORMATION TECHNOLOGY SKILLS
• word processing
• communication
• internet
• calculators
• technology tools

• GUIDANCE
• problem solving
• compromise
• collaboration
• cooperation
• choice

• ENGLISH/LANGUAGE ARTS
• point of view
• setting
• theme
• narrative

3/28/2017 page 28
29
Geography Culture Economics/ Personal Financial Literacy Civics and Government History
Place Region Location Movement Human-Environment Interaction Physical Environment Landforms Water forms Geographic Patterns Settlement Patterns Civilization Migration Religion Language Ethnicity Society Civilization Culture Diversity Values Beliefs Needs/Wants Scarcity Resources Costs Standard of Living Market economy Markets Trade Exchange Supply and Demand Politics Limited Government Citizenship Rule of Law Political Action Political System National Identity Individual Rights Power Freedom Change Continuity Patterns Conflict Cooperation Revolution Leadership Invasion Conquest Colonialism War National Identity Imperialism
30
Your Turn..

• Now you are going to create units of study that
  you could possibly teach next year.
• You will want to pair with people on your grade
  level and/or your school.