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Please log onto the internet using: Then navigate to the K-12 Social Studies Wiki page: http://ssnces.ncdpi.wikispaces.net 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 Crosswalks Unpacking Documents Key Terminology Online Modules Graphic Organizers SS Update Webinars SS Wiki Site Templates That Support Unit Design Aligning Classroom Assessments Unit Development Planning & Design Phase III Disciplinary Literacy INSTRUCTIONAL DESIGN Phase II DEVELOPING LOCAL CURRICULA UNPACKING THE STANDARDS Phase I Concept-Based Lesson Planning Online Resources Classroom Assessment Samples 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 5/25/2017 • 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 Place Region Location Movement HumanEnvironment Interaction Physical Environment Landforms Water forms Geographic Patterns Settlement Patterns Civilization Migration Culture Economics/ Personal Financial Literacy 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 Civics and Government Politics Limited Government Citizenship Rule of Law Political Action Political System National Identity Individual Rights Power Freedom History 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. 19 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). 23 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 26 The Cognitive Dimension Is The Alignment For Standards & Assessment