Transcript Unpacking The Essential Standards_PARTICIPANTS

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Unpacking the High School
Social Studies Essential
Standards
Halifax County Schools
October 9, 2013
NCDPI K-12 Social Studies Team:
Section Chief
Fay Gore
[email protected]
Program Assistant
Bernadette Cole
[email protected]
K-12 Consultant
Ann Carlock
[email protected]
K-12 Consultant
Justyn Knox
[email protected]
K-12 Consultant
Steve Masyada
[email protected]
K-12 Consultant
Michelle McLaughlin
[email protected]
Essential Standards
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Crosswalks
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Unpacking Documents
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Key Terminology
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Online Modules
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Graphic Organizers
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SS Update Webinars
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SS Wiki Site
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Templates That Support
Unit Design
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Aligning Classroom
Assessments
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Unit Development
Planning & Design
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Phase III
Disciplinary Literacy
INSTRUCTIONAL DESIGN
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Phase II
DEVELOPING LOCAL CURRICULA
UNPACKING THE STANDARDS
Phase I
Concept-Based Lesson
Planning
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Online Resources
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Classroom Assessment
Samples
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Data Literacy
Today’s Objective
 Understand how to Unpack the Social
Studies Essential Standards to inform
Instruction.
What Are The Important Elements That Need To
Be Considered When Teaching The Standards?
We Must Have An Understanding Of The
Anatomy Of The Essential Standards
S
Subject
V
Verb
O
Object
Subject: The student (Implicit/Understood)
Verb: (Only 1 per standard)
Object: Knowledge/Content
Let’s Consider The Question Just Posed By Looking
At A Standard
Essential Standard:
7.C&G.1 Understand the development of government in modern societies and regions.
Concept(s): Societies, Regions, Political Thought, Democracy, Citizenship, Power, Governmental
Authority
Clarifying Objectives
Unpacking
What does this standard mean a student will understand, know and be able to
do?
Summarize the
7.C&G.1.1 Summarize
ideas that have shaped
political thought in various
societies and regions (e.g.
Enlightenment and Scientific
Revolution, democracy,
communism and socialism).
A Generalization
The student will understand:
The ideas found in intellectual, scientific, and cultural
movements may have implications for the development of
future political thought and governmental development.
Facts & Topics
The student will know:
Various ideas that may have shaped modern political thought
such as equality, liberalism, republicanism, one-man-one vote,
rule of law, socialism, reason as the primary source of
legitimacy and authority, natural rights of man, etc.
UNPACKING STANDARDS
What does “unpack” a standard mean?
− Dissecting what is written in a standard, goal or objective
 What does the standard say, EXACTLY.
− The process of identifying what students will know, understand
and be able to do once they have mastered the standard
Steps:
1. Identify the concepts
2. Identify the critical content
3. Identify the key skills (able to do)
4. Identify the targeted cognitive process (verb)
5. Identify core tasks
Before You Unpack…
You must understand:
 The difference between topics &
concepts
 Revised Bloom’s Taxonomy
Concepts are…
 Timeless
 Universal
 Transferable
 Abstract and broad (to
various degrees)
 Examples share common
attributes
 Represented by 1-2
words
Concept vs. Topic?
Plessy v. Ferguson
Leadership
Technology
Harlem Renaissance
Table Talk:
As a group, decide whether each
term is a concept or a topic.
Islam
Cultural Diffusion
U.N. Declaration of Human Rights
Climate Change
Computer
Environmental Issue
4/9/2016 • page 12
Your Task:
 Work with a partner(s) to…
1. Identify the Concepts
2. Identify the Topics
 Then, arrange the concepts and topics to show
the connections among them
ACTIVITY Part II
Show connections between the concepts and the
topics
Example: American History II
2 concepts and they share topics that they would
use to teach , then 2 topics and give concepts
that they would use to teach the topics
Geography
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Place
Region
Location
Movement
HumanEnvironment
Interaction
Physical
Environment
Landforms
Water forms
Geographic
Patterns
Settlement
Patterns
Civilization
Migration
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Culture
Economics/
Personal
Financial Literacy
Religion
Language
Ethnicity
Society
Civilization
Culture
Diversity
Values &
Beliefs
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Needs/Wants
Scarcity
Resources
Costs
Standard of
Living
Market
economy
Markets
Trade
Exchange
Supply and
Demand
Civics and
Government
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Politics
Limited
Government
Citizenship
Rule of Law
Political Action
Political
System
National
Identity
Individual
Rights
Power
Freedom
History
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Change
Continuity
Patterns
Conflict
Cooperation
Revolution
Leadership
Invasion
Conquest
Colonialism
War
National
Identity
Imperialism
We Must Also Have An Understanding
of…
B
T
R
This two dimensional table is used to help determine the type
of knowledge and targeted cognitive behavior of a standard.
 The knowledge dimension tells you the type of knowledge
that the standard wants the student to acquire.
 The cognitive dimension tells you the verb which, in turn,
informs you of what the student is supposed to do with the
type of learning.
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Compare the human and
physical characteristics of
places.
20
Evaluate the effectiveness of cooperative efforts and
consensus building among nations, regions, and groups
(e.g. Humanitarian efforts, United Nations, World Health
Organization, Non Governmental Organizations, European
Union and Organization of American States).
21
Analyze colonization in terms of the desire for access to
resources and markets as well as the consequences on
indigenous cultures, population, and environment (e.g.,
commercial revolution, Columbian exchange, religious
conversion, spread of Christianity, spread of disease, spread
of technology, conquistadors, slave trade, encomienda
system, enslavement of indigenous people, mixing of
populations, etc.).
22
Construct maps, charts, and graphs
to explain data about geographic
phenomena (e.g. migration patterns
and population and resource
distribution patterns).
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Use maps, charts, graphs, geographic data
and available technology tools (i.e. GPS
and GIS software) to interpret and draw
conclusions about social, economic, and
environmental issues in modern societies
and regions.
24
ACTIVITY Part II
Show connections between the concepts and the
topics
Example: American History II
2 concepts and they share topics that they would
use to teach , then 2 topics and give concepts
that they would use to teach the topics
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The Cognitive Dimension Is The Alignment
For Standards & Assessment