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Morris School District Morristown, NJ 2012-2013 Cultural Evolution: DRAFT Superintendent Dr. Thomas J. Ficarra Morristown High School Administration Ethel Mincello, Principal Michael Amendola, Supervisor of Math & Science Brian Young, Curriculum Instructor of Science Curriculum Writers: Brian Young, Surina Ranawat, Janyce Dunbar Table of Content Part I Rationale and Philosophy Goals and Objectives Part II Works Cited Topics Of Study Units Of Study Mastery Objectives Part III Assessment Methodologies Assessment and Testing Strategies Texts and Materials Part IV Curriculum Map RATIONALE & PHILOSOPHY Cultural Evolution is a semester course study of the interrelationships between biological evolution, human development, and cultural societies. This course provides students with knowledge to evaluate biological development and human cultural patterns past, present, and future. The course emphasizes the development of scientific principles, which allow students to identify and analyze cultural issues and associated risks. Using real-world case studies, current data, and a wide range of inquiry activities, the students of Morristown High School students will identify and analyze the development of human cultures, processes of evolutionary change, and social patterns of behavior. Students will also examine solutions that can prevent cultural and evolutionary issues through critical and creative thinking skills. Key considerations: ● State and National Expectations ● Equity and Access to Scientific Principles ● Building on Existing Partnerships Locally, Nationally, and Globally ● Fostering student cognition and a developmental progress ● Providing avenues for student interest and awareness G GOALS & OBJECTIVES ctives (outcomes): The study of Cultural Evolution incorporates the following Big Ideas and Enduring Understandings and strives to establish connections and applications of individual skills and concepts intertwined with the broad principles, critical goals, and objectives of the course: ● ● ● ● ● ● ● Scientific Methodologies Evolutionary and Genetic Development Evolutionary History of Life on Earth Evolutionary Patterns and Processes Theories of Evolution and Cultural Development Cultural Societies Past, Present, and Future Applications of Scientific Inquiry Student Learning Objectives: ○ ○ Describe the history of evolutionary theories and origins of life. Describe how molecular, physiological, and behavioral studies have contributed to our understanding of evolution and culture. ○ ○ ○ ○ ○ ○ ○ Integrate evolutionary findings from past cultures and the process of adaptations to natural environments. Identify past, present, and future trends in Human Evolution and speciation. Define Culture, discuss its effects on species, and differentiate between societal structures. Apply evolutionary and cultural concepts, theories, and research to issues in everyday life. Describe how basic laws of nature relate to speciation. Describe various levels of consciousness and how it relates to human cognition, problem solving, interaction, and the formation of societies. Make reasoned arguments about major issues related to evolution, societies, and cultural development. WORKS CITEDrks Cited:roductio Evolutionary Science and Society: Educating a New Generation, Joel Cracraft and Rodger W. Bybee (ed)., American Institute of Biological Sciences, Washington D.C., (2004). An Introduction to Biological Evolution, Kardong K. (2005). Cultural Anthropology: Understanding Ourselves and Others (5th ed.), Crapo, Richley H., McGraw-Hill (2001) Evolution: “A Journey Into Where We’re From and Where We’re Going” Evolution WGBH/NOVA Science Unit and Clear Blue Sky Productions. @2001 WGBH Educational Foundation and Clear Blue Sky Productions, Inc. http://www.pbs.org/wgbh/evolution/index.html Smithsonian National Museum of Natural History http://anthropology.si.edu/outreach/Teaching_Activities/index.htm © Copyright 2012 Smithsonian Institution Becoming Human: Paleoanthropology, Evolution and Human Origins (From becominghuman.org) - http://www.becominghuman.org/ Bottoms, Gene and Feagin, Caro. High Schools That Work (HSTW) Research brief: Improving Achievement is about Focus and Completing the Right Courses (www.sreb.org). Daggett, Bill and McNulty, Ray. Rigor and Relevance Framework: International Center for Leadership in Education (www.leadered.com). Killion, Joellen P. (2008). Collaborative Professional Learning in School and Beyond: A Toolkit for New Jersey Educators. Trenton, NJ: New Jersey Department of Education, the New Jersey Professional Teaching Standards Board, and the National Development Council. National Research Council (1999). A Guide for Using Mathematics and Science Education Standards. Washington, D.C.: National Academy Press. New Jersey Department of Education (2010). New Jersey Common Core Curriculum Standards 2010. www.njcccs.org. Stiggins, Rick, Arter, Judith, Chappuis, Jan, and Chappuis, Steve (2006). Classroom Assessment for Student Learning—SUPPLEMENTARY MATERIAL. Portland, OR: Educational Testing Service. TOPICS OF STUDYr I. II. III. IV. V. Introduction To The Scientific Process of Evolution How The Environment Fuels Evolutionary Patterns and Processes Human Evolutionary Trends Past, Present, and Future Defining Culture: Origins, Progression, and Outlining Factors Cultural Evolution: Past, Present and Future Ideals I. The Scientific Process of Evolution · Evolution as a scientific process · Micro vs. Macro evolution · Types of selections and speciation · Genetic Variability: genes and allele frequencies in populations · Convergent, Divergent, and Coevolution · Environmental influences: Adaptive Radiation, Punctuated Equilibrium II. Theories of Evolution · Scientific Theories of Evolution · Darwinism and Descent with Modification · Evidence for Evolution · Evolutionary Tools for Classification · Exploring alternative theories: Creationism, Intelligent Design · Darwin’s effect on society and culture III. Hominid Evolution · · · History of Hominid Evolution Characteristics of early Hominids Migration and settlements of human species IV. Origins of Culture · Outlining levels of cultural understanding and awareness . Evolution of cultural groups and trends · Development of cultural societies and beliefs V. Human Culture and Societies · Past, present, and future trends of human cultural evolution · Development of societies and cultural patterns · Transcendence from one cultural existence to another MASTERY OBJECTIVES (NJCCCS)Mastery Objectives: 5.1 Science Practices All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science (A-D) 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. (A-E) 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. (A-G) 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. (A-E) 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. (A-D) 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. (A-D) ASSESSMENT METHODOLOGYAsessment Methodologies: Project based assessments in the classroom laboratory, through web-based media, and in the research field will provide students with opportunities to test concepts and principles that are introduced in this course. In these experiences students of all learning styles will be able to explore and reinforce fundamental concepts and principles using various field, digital, and laboratory mediums. Traditional elements of assessment of 21st century student learning The traditional elements for assessing 21st century student work include relevance and reliability of information used in the work; significance of new information or understandings communicated throughout the process and in the final product; effectiveness of the work in achieving its purpose; impact of the work on the audience; creativity or aesthetics demonstrated in the final product; creativity, initiative, and effectiveness demonstrated in solving problems; efficiency and effectiveness of the student’s process; and the student’s legal and ethical process and behavior. ASSESSMENT & TESTING STRATEGIESssessment and Testing trategies Sound and productive classroom assessments are built on a foundation of the following five key dimensions (Stiggins et al, 2006): Key 1: Assessment serves a clear and appropriate purpose. Did the teacher specify users and uses, and are these appropriate? Key 2: Assessment reflects valued achievement targets. Has the teacher clearly specified the achievement targets to be reflected in the exercises? Do these represent important learning outcomes? Key 3: Design. Does the selection of the method make sense given the goals and purposes? Is there anything in the assessment that might lead to misleading results? Key 4: Communication. Is it clear how this assessment helps communication with others about student achievement? Key 5: Student Involvement. Is it clear how students are involved in the assessment as a way to help them understand achievement targets, practice hitting those targets, see themselves growing in their achievement, and communicate with others about their success as learners? The Cultural Evolution course will include a variety of assessment tools for the effective teaching and to help monitor student progress, evaluate content mastery, and ensure student success. Indicators of Sound Classroom Assessment Practice will consist of both formative and summative assessments that may include, but are not limited to: ● Observation ● Lesson and Chapter Assessments (to think critically and apply chapter concepts). ● Chapter Self Tests for students to assess their knowledge before an exam. ● Interviews ● Portfolios (Project, Growth, Achievement, Competence, Celebration) ● Paper-and-pencil tests/quizzes ● Performance Tasks ● Unit Case studies…students can work through two page case studies with teacher support. TEXTS & MATERIALSts and Materials Student Text: ● Various methodologies of associated physical and web-based published texts will be used as student resources Teacher Materials and Resources: Technology/Computer Software ○ Online Student Text Readings ○ Online Teacher’s Text Readings ○ Central Case Activities ○ Real Data and Mapping Activities ○ ○ ○ ○ ○ 21st Century Skills Activities Open Forum Debates Chapter Self-tests Lesson and Chapter Assessments Bell-ringer videos CURRICULUM MAP Content/Objectives Essential Questions/ Enduring Understandings Activities, Materials, and Equipment Evaluation/Assessment The learner will: I. The Scientific Process of Evolution * Define Evolution * Define Speciation * Describe how natural selection drives evolution * Identify types of selections * Compare and contrast micro and macro evolution * Define the role of genetics in evolution * Describe gene pools, allele frequency, and genetic mutations in regards to population evolution * Interpret gene flow and genetic drift * Compare and contrast divergent and convergent evolution * Describe coevolution * Using evolutionary tools for classification * Relate ideas to episodic speciation II. Theories of Evolution * Define various theories of evolution * Identify Charles Darwin and his contributions to evolutionary biology * Interpret Darwin’s Theory of Evolution by means of Natural Essential Questions: Instructional Strategies I. The Scientific Process of Evolution * What is evolution and how does it lead to speciation * What is meant by the phrase”survival of the fittest” * What is a gene population * How do mutations play a role in the evolution of a species and population * How does natural selection act on phenotype and genotype of an individual * What is genetic variability and how does it contribute to the fitness of a species * What is speciation * How does convergent and divergent evolution affect speciation * How does the environment affect speciation Integration of Knowledge and Ideas: Research, computation of scientific data analysis, and theory-based inquiry will be integrated throughout the lessons to reinforce science concepts with representations of data. II. Theories of Evolution * Who was Charles Darwin Unit Time Frame: The Study of biological evolution, human development, and cultural societies is an overarching theme within this course. All units will be examined with the infusion of material across the length of the course. Lesson Assessments, Chapter Self-tests, Chapter Assessments, Do-Now’s, quick labs, oral questioning, closure, projects, technology-based assessments, portfolios, interview Suggested Activities: Evolution by Natural Selection Principles of natural selection are demonstrated. S different adaptations contribute to differences in s reproductive success, which results in changing fr in the populations. Download Student Handout: PDF format or Word for Download Teacher Preparation Notes: PDF format Infectious Disease and Population Growth A simple simulation demonstrates exponential spr disease in a population, discussion questions and develop an understanding of exponential and logis Download Student Handout: PDF format or Word for Download Teacher Preparation Notes: PDF format o Web Activities: How Did Humans Evolve? Activity 1: Fossil Findings Activity 2: A Tree Full of Ancestors http://www.pbs.org/wgbh/evolution/educators/lesson Evolution and Time Activity 1: Evolution and Time Webquest: Evidence for Evolution http://www.pbs.org/wgbh/evolution/educators/lesson Why Does Evolution Matter Now? Activity 1: Evolution and Antibiotic Resistence Activity 2: Evolution In Your World http://www.pbs.org/wgbh/evolution/educators/lesson Selection * List Evidence for evolutionary processes * Interpret the fossil record and information obtained from it * Interpret comparative anatomy and how it is used in specie identification and evolution * Describe biogeography and the importance of island ecosystems * Evaluate embryonic development and associate the stages with evolutionary connections * Identify with alternative theories of evolution such as creationism and intelligent design * Describe Darwin’s influence on past, present, and future cultures and societal views III. Hominid Evolution * Trace evolutionary lines of hominid species * Identify key features and structures of different hominid species * Identify similarities and differences and why is he significant * Why was Darwin’s voyage significant and what observations were made * What other scientists are associated with Darwin’s Theory of Evolution * What is the Origin of Species and what does it document * What are some areas of evidence that support Darwinian evolution * What is radioactive dating and how is it used in the fossil record * What is the difference between homologous, analogous, and vestigial structures * What is Intelligent Design and how does it compare to Darwinian evolution III. Hominid Evolution * What characteristics are defining of hominid species * How do Australopithecines relate to other In Search of Human Origins (Part I) http://www.pbs.org/wgbh/nova/teachers/activities/21 Where Did Humans Come From? school.discovery.co http://school.discoveryeducation.com/lessonplans/p Smithsonian National Museum of Natural History http://anthropology.si.edu/outreach/Teaching_Activi Learning About Culture From a Story "Studying a story helps students understand what factors can influence wh http://smithsonianeducation.org/educators/lesson_p Becoming Human: Paleoanthropology, Evolution and http://www.becominghuman.org/ between humans and other hominid species * Compare and contrast the genus Homo and Australopithics * Trace Hominid migration and settlements across the globe * Evaluate hominid cultures such as Homo erectis, habilis, neanderthals, and sapiens IV. Origins of Culture * Define culture and discuss its effects on evolution * Define and differentiate between gestures, language, and cultural significance * Explain why language is the basis of culture * Define altruism and how its presence aids in cultural survival V. Human Culture and Societies * Evaluate and interpret the origins of human culture * Identify different types of human cultures and their overall progressions * Describe parameters that define human primates and modern human species * What is the significance of cranial structure and bipedalism in hominids * How are the skeleton structures of hominids different * What is meant by the “Out of Africa” migration theory * How did Neandertal species thrive throughout time * How did Neandertals and Homo sapiens interact * What has happened to other hominid species and why IV. Origins of Culture * What is culture and how does it exist within species * How does the evolution of a species identify with culture * How do species communicate * How does language define a culture * What is altruism and how does it appear in different societies and cultural societies * Discuss the differences between “ideal” and “real” culture * Define and identify some cultural universals and how they may differ from group to group * Compare and contrast dominant cultures, subcultures, and countercultures * Define culture shock * Discuss how agriculture, industry, and technology has affected human culture cultures V. Human Culture and Societies * What initiated and defined early human cultures * What are underlining factors that define human culture *How do values, norms, sanctions, and taboos affect cultural development * What role does spirituality and religion play in human cultures * What role does technology play in human culture * How does different societal advances affect human cultures past, present, and future