SOCIAL S

TUDIE

S

HARNETT C

OUNTY S

CHOOLS

*

GRADES 9

-12

WHY DO WE WANT WHY DO WE WANT STUDENTS TO BEGIN STUDENTS TO BEGIN

SEEING THINGS SEEING THINGS THROUGH A THROUGH A

CONCEPTUAL LENS?CONCEPTUAL LENS?

View Music Video

CHANGE #1

THE NEW SOCIAL STUDIES ESSENTIAL STANDARDS ARE WRITTEN USING THE REVISED BLOOM’S TAXONOMY

Provides the cognitive framework used for all of the North Carolina Essential Standards

Provides common language for all curriculum areas

Use of one verb in a standard/objective

Slide Adapted from Arter, Judy, Jan Chappuis, Stephen Chappuis, and Richard Stiggins. Classroom Assessment for Student Learning: Doing It Right-Using It Well. Educational Testing Service, 2006.

REVISED BLOOM’S TAXONOMY USES THE 25 VERBS BELOW.

• Do not add to the 25 verbs • When you begin adding the specificity needed in

identifying the cognitive behavior and use of a common language loses its fidelity.

6

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.

The majority of the total K-12 clarifying objectives have been written to the understand level of RBT and at a level of conceptual knowledge.

CHANGE #2

THE NEW SOCIAL STUDIES ESSENTIAL STANDARDS ARE ORGANIZED AROUND FIVE (5) CONCEPTUAL STRANDS

In order to develop fewer standards, which was the charge from the NC State Board of Education, NC SS consolidated the 10 national thematic strands 5 conceptual strands.

The strands provide a framework by which to organize concepts, generalizations and critical content

that are important for understanding

the disciplines of social studies.

NATIONAL THEMATIC STRANDS

CHANGE # 3

THE NEW SOCIAL STUDIES ESSENTIAL STANDARDS ARE WRITTEN TO A CONCEPTUAL FRAMEWORK

The old standards and curriculum are topic-based and are written to focus primarily on facts.

The new conceptually-written standards and curriculum are broadly stated and focus on concepts and transferable ideas.

The topics and facts still have to be taught; however, the new essential standards are designed to move beyond the topics and facts to focus on conceptual ideas and generalizations that transfer.

WHAT IS CONCEPT-BASED CURRICULUM AND

INSTRUCTION?

The Concept-Based Curriculum & Instructional Framework is a three-dimensional design model that allows teachers to identify what is important for students to know, understand, and be able to do in a organized, planned unit of instruction that promotes student engagement and thinking. During instruction, teachers use concepts as a tool to help students see patterns and connections between facts and related ideas in order to reach a deeper understanding of the content.

04/21/2

3 • p

age

11

THE BRAIN DOES NOT AUTOMATICALLY SEE THE BIG PICTURE (CONCEPTS)

Movement? Conflict?

MEMORIZING FACTS ALONE DOES NOT HELP STUDENTS SEE THE BIG PICTURE

From Teaching

&

Learning Topically

To Teaching

&

Learning Conceptually

The Paradigm Shift: Conceptual Focus

Traditional Standards and Curriculum… are topic-based and focus 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

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

The Structure Of Knowledge

People migrate to meet a variety of needs.

Migration may lead to new opportunities

or greater freedom.• Migration • Opportunity • Needs • Freedom

U.S. Westward Movement

Early American settlers migrated west.

Early American settlers looked for new opportunities.

PRINCIPLES &

GENERALIZATIONS

TOPIC

04/21/2

3 • p

age

18

CONCEPTSTimeless

Universal

Transferable

Abstract and broad (to various degrees)

Examples share common attributes

Represented by 1-2 words

TOPICS …

Organize a set of facts related to specific people, places, situations, or things.

Do not transferLocked in time, place,

or situation

Environment C

Manifest Destiny T

Computer Age T

Great Depression T

Culture C

Supply and Demand C

Movement C

System C

Civil War C

04/21/2

3 • p

age

21

PRACTICE ACTIVITY: CONCEPT VS. TOPIC?KEEPING IN MIND THE ATTRIBUTES ON THE PREVIOUS SLIDE DECIDE IF THESE WORDS ARE CONCEPTS OR TOPICS.

Environment

Manifest Destiny

Computer Age

Great Depression

Culture

Supply and Demand

Movement

System

Civil War

ACTIVITY-Look at the following images. Indicate if these images can be associated with the 1950s, 1960s, 1970s, or 1980s.

22

23

24

25

26

27

28

29

04/21/2

3 • p

age

30

The Structure Of Knowledge

04/21/2

3 • p

age

31

The Structure Of Knowledge

04/21/2

3 • p

age

32

The Structure Of Knowledge

04/21/2

3 • p

age

33

The Structure Of Knowledge

04/21/2

3 • p

age

34

The Structure Of KnowledgeStudents will

understand that:

• Social movements may impact the choices made by people .

The “foundational truths” of a discipline.

35

Looking at a topic through a “conceptual lens” engages the personal intellect and emotions of the student so that they…

gain a deeper level of understanding

retain the factual information because it has relevance

are motivated to take ownership of their learning

The American Media

PERSUASIVE PERSUASIVE FORCEFORCE

INNOVATIONINNOVATION

PERSPECTIVEPERSPECTIVE

DECIDING ON A CONCEPTUAL DECIDING ON A CONCEPTUAL LENSLENS

Supports Unit Title

Provides Direction for Thinking

WRITING GENERALIZATIONS

Generalizations =

* Essential Understandings* Enduring Understandings* “Big Ideas”

44

45

46

47

What does this look like in Harnett County?

48

Timeframe: How many days with this unit take?

Project Goals and Description of Unit:

Learning Experiences:

Key Vocabulary for the Unit:(think back to the DPI support documents that gave a detailed list of vocab since that is no longer provided to us)Facilitator’s Role:

Unit Assessment:

Notes and additional information that would be helpful to someone who is teaching this unit

Describe each of the following as related to the unit

Unit Unit TitleClarifying Objectives

Concepts

1How Do We Meet Our

Basic Needs?

3.C&G.2.1, 3.C&G.2.2, 3.G.1.1, 3.G.1.3, 3.E.1.1, 3.E.1.2

Needs and Wants, Scarcity, Supply and Demand, Citizenship, Community Roles

2Where in the World are

You?

3.G.1.1, 3.G.1.2, 3.G.1.3, 3.G.1.4, 3.G.1.5, 3.H.1.1, 3.H.1.2, 3.H.1.3, 3.C.1.1, 3.C.1.2

Place, Region, Location, Movement, Physical Environment, Human Environment Interaction

3Understanding Your Local

Government

3.C&G.1.1, 3.C&G.1.2, 3.C&G.1.3, 3.C&G.2.1, 3.H.1.1, 3.H.1.2, 3.H.1.3

Citizenship,

Rules of Law, Political System, Power

4 Variety Is the Spice of Life

3.H.1.1, 3.H.1.2, 3.H.2.2, 3.H.1.3, 3.H.2.1, 3.C.1.1, 3.C.1.2

Language, Culture, Ethnicity, Diversity, Values & Beliefs, Society, Religion, Continuity and Change

SAMPLE YEARLY PLAN OUTLINES

Grade level/Course: Third Grade

SAMPLE 8TH GRADE YEARLY/SEMESTER PLAN OUTLINEGrade level/Course: 8th Grade

Unit Unit Title Clarifying ObjectivesConcept

s1 Revolutionary Era

The New Nation8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4,  8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.1, 8.G.1.2, 8.G.1.3, 8.E.1.1, 8.C&G.1.1, 8.C&G.1.2, 8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.3, 8.C.1.1, 8.C.1.2, 8.C.1.3

Identity

Leadership

2 Civil War & Reconstruction

8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4,  8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.1, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.1, 8.G.1.2, 8.G.1.3, 8.E.1.1, 8.E.1.2, 8.C&G.1.1, 8.C&G.1.2, 8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.3, 8.C.1.1, 8.C.1.3

Nationalism

3 Industrialization, Immigration & theProgressives

8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4,  8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.1, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.1, 8.E.1.1, 8.C&G.1.1, 8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.1, 8.C&G.2.2, 8.C&G.2.3, 8.C.1.1, 8.C.1.2, 8.C.1.3

Innovation

4 WWIGreat DepressionWWII

8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4,  8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.E.1.1, 8.E.1.2, 8.E.1.3, 8.C&G.1.3, 8.C&G.2.2, 8.C&G.2.3, 8.C.1.3

ImperialismScarcity

5 Cold War 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4,  8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.C&G.2.3, 8.C.1.3

Ideology

6 Civil Rights 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4,  8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.3.4, 8.C&G.1.2, 8.C&G.1.4, 8.C&G.2.1, 8.C&G.2.2, 8.C&G.2.3, 8.C.1.1, 8.C.1.2, 8.C.1.3

Equality

7 Modern Era 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4,  8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.1, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.1, 8.G.1.3, 8.E.1.1, 8.E.1.2, 8.E.1.3, 8.C&G.1.1, 8.C&G.1.3, 8.C&G.1.4, 8.C&G.2.1, 8.C&G.2.2, 8.C&G.2.3, 8.C.1.1, 8.C.1.3

Markets

8 War on Terror 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4,  8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.E.1.2, 8.C&G.2.3, 8.C.1.1, 8.C.1.3

Power

SAMPLE CIVICS & ECONOMICS YEARLY/SEMESTER PLAN OUTLINEGrade level/Course: Civics & Economics

Unit Unit Title Clarifying Objectives Concepts

1

Principals and Practice: The Foundations of American

Political & Economic Systems

CE.C&G.1.1, CE.C&G.1.2,CE.C&G.1.3, CE.C&G.1.4, CE.C&G.1.5, CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.E.1.1, CE.E.1.2, CE.E.1.5

Democracy, Functions, Systems, Economy,

Politics

2The American Idea of

Constitutional Government

CE.C&G.1.1, CE.C&G.1.3, CE.C&G.2.2, CE.C&G.2.3 , CE.C&G.2.4 CE.C&G.2.5 , CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8 CE.C&G.4.2, CE.C&G.4.3, CE.C&G.4.4, CE.C&G.4.5, CE.E.2.3, CE.E.2.4

Laws, Rights, Rules, Roles, Responsibility,

Democracy, Government

3Active Citizenship: Local, State, National, & Global

CE.C&G.1.4, CE.C&G.2.8 CE.C&G.4.1, CE.C&G.4.2, CE.C&G.4.3 CE.C&G.4.4, CE.C&G.4.5, CE.PFL.2.5, CE.E.1.6 , CE.C&G.3.

Citizenship, Government,

Responsibilities, Interdependence,

Cooperation, Participation

4 Who Shot The Sheriff?

CE.C&G.2.4 CE.C&G.2.5 , CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8 CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4 CE.C&G.3.5, CE.C&G.3.6 , CE.C&G.3.7, CE.C&G.3.8, CE.PFL.2.1, CE.PFL.2.2, CE.PFL.2.3, CE.E.3.1 , CE.E.3.2, CE.E.3.3 , CE.C&G.5.2, CE.C&G.5.3 CE.C&G.5.4 CE.C&G.5.5, CE.C&G.5.1

Systems, Interdependence, Influence, Politics,

Economy, Laws, Legal Systems, Procedures

5

Decisions, Decisions, Decisions: Civics, Economics

and the Real World

CE.C&G.2.1 , CE.C&G.2.2 ,CE.C&G.2.3 , CE.C&G.2.4 CE.C&G.2.5 CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8, CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.C&G.3.8, CE.C&G.4.4, CE.PFL.2.1, CE.PFL.2.2, CE.PFL.2.3, CE.E.3.1 , CE.E.3.2, CE.E.3.3 , CE.C&G.5.3, CE.C&G.5.4 ,CE.C&G.5.5, CE.PFL.1.1, CE.PFL.1.2, CE.PFL.1.3, CE.PFL.1.4, CE.PFL.1.5, CE.PFL.1.6,

Decisions, Government, Economy,

Interest, Influence, Responsibility, Income,

Consumer, Market, Policy, Finance

53

54

55

56

57

58

59

60

61

62

63

64

65

66

What type of assessment should we aim for?

PERFORMANCE TASK

67