K-12 Social Studies Unit Development Training

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K-12 Social Studies Unit Development Training
Part II
Log onto the internet.
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• 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
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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

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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 OneExit Ticket
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• Trust the Process!
• It really does work.

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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.

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Your Turn
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GENERALIZATIONEnduring 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
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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.

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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)

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Lets Look at our GeneralizationsFrom Yesterday

Google Document
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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.

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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.

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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.

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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.

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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.

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Lets Look at our GeneralizationsFrom Yesterday
Do Any Need To Be Moved To Level II
Generalizations?
Google Document
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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
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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?

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Writing Guiding Questions
Step 7
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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.

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Lets Observe Teachers Working On Guiding
Questions For Their Unit

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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?
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Conceptual Essential Questions

• These questions can transfer over time and space.

Example Why do stronger nations conquer weaker
nations?
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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?
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You decide.

• How did native peoples in Europe and South
  America use and adapt to their environment?
• Factual
• Conceptual
• Provocative

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You decide.

• Is economic stability in Africa possible?
• Factual
• Conceptual
• Provocative

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You decide.

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

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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.

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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?

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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/
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Steps 8 9
Identifying Key Content Skills
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Skills and Content
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Lets Observe Teachers Discussing The Key
Concepts and Key Skills of Their Unit

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Step 10
Aligning Assessments (Performance Tasks and
Other Assessments)
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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
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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.

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

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A Quality Performance Assessment Is

• Aligned with generalizations/essential
  understandings
• Authentic/Scenario/Simulation based
• Designed to offer students options
• Evaluated against clear criteria

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

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Working It Out Together!
Is It A Task or An Activity?
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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
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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.

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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
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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
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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
/
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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.

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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.

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Your Turn
Performance Task Template What
Topic Why Generalization(s) How
Student Performance
http//www.online-stopwatch.com/world-games-runnin
g/
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Step 11
Learning Experiences
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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.

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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
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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!

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

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• Trust the Process!
• It really does work.

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Planning Your Next Steps
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Exit Ticket

• Please complete the post-assessment evaluation.
• Thank You!