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Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
Parallel Histories: Social Studies
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Parallel Histories: Social Studies

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  • say hi.
    who are you guys? knowledge level?
  • Are we familiar with these?
  • The plan: BIG PICTURE within our curriculum
    1. universal concepts (all subjects)
    2. subject specific generalizations (specific to one)
    3. parallel history for s.s. motivation (specific to ss)
  • For gifted learners, an appropriately differentiated classroom will
  • have material, activities, projects or products, homework, and assessments
  • that are complex enough, abstract enough, open-ended enough, and multifaceted enough



  • to cause gifted students to stretch in knowledge, thinking, and production.
  • We need to jam all the details of subjects into abstract, open-ended, generalizations
  • We need to jam all the details of subjects into abstract, open-ended, generalizations
  • We need to jam all the details of subjects into abstract, open-ended, generalizations
  • We need to jam all the details of subjects into abstract, open-ended, generalizations
  • We need to jam all the details of subjects into abstract, open-ended, generalizations
  • We need to jam all the details of subjects into abstract, open-ended, generalizations
  • This is hard! Our curriclum & texts won’t help us! Find ways to differentiate for our students. One way to promote abstract, open-ended, multifaceted thinking - UNIVERSAL CONCEPTS

  • List of universal concepts developed by Kaplan and Gould.
    BIG ideas. span several disciplines.
    let’s take POWER
  • List of universal concepts developed by Kaplan and Gould.
    BIG ideas. span several disciplines.
    let’s take POWER
  • Should go across all disciplines. How do we see power across the disciplines? Math? Science, Social Studs?
  • Use big idea icon as an organizer to discuss/introduce universal concepts. An example of DEductive reasoning. We go big to small. I hear that in TX people have an accent. I notice details that support this.
  • Concept can be used in a sentence to form a generalization. More specific, but still abstract and multifaceted.
  • used/abused - think across disciplines - discuss application. Put in DEDUCTIVE organizer again. Prove this using... sci, math, etc.
  • taken/given/earned - think across disicplines
  • Use big idea icon as an organizer to discuss/introduce universal concepts.

  • when true across disc?

  • deductive reasoning using one of these generalizatoins. Think about what we could apply it to. A story, a unit in science, all disciplines, P.E.? use artwork to practice going deductive
  • Develop some “generalizatios” for the various themes using your worksheet”
  • use artwork to find examples of power...
  • use an existing generalization, create you own. Add it to the wall!
  • we’re going to do this using conflict
    1. brainstorm ALL conflict... keep going despite silence
    2 . now lets categorize - lots of freedom here
    3. develop a statement using the labels you cook up.
  • WHY ever do this? ABSTRACT, OPEN ENDED, creative, useful for later, put on wall and use with activities later in the year.
    Conflict statements used throughout Language Arts.
  • althogh multi-disciplinarian, some apply *very nicely* to a certain subject. In this case, I like to frame the year around that statement. Creating a subject-specific theme.
  • quote started the idea for me
  • considering what I want to emphasize in writing throughout the year
  • directly took from list of generalizations fit PERFECTLY with CA 6th earth science


  • Why Use A Subject Specific Theme?

  • Forms A Story - especially in Social Studies
  • Guides Instruction - helps me plan and prepare. As Tomlinson said “go beyond facts”
  • Large enough to be used in future study
  • To Develop A Meaningful, Useful, Standards-friendly Theme?
  • Rubric: naturally. easy to check this with our standards in text, etc
  • how do we know BIG IDEA? Check “standards introduction” for subject within grade level, use big standards, use expert knowledge.
  • how do we know BIG IDEA? Check “standards introduction” for subject within grade level, use big standards, use expert knowledge.
  • Not too specific, since this should apply perhaps to futur within subject or even across - ABSTRACT
  • Not too specific, since this should apply perhaps to futur within subject or even across - ABSTRACT
  • Not too specific, since this should apply perhaps to futur within subject or even across - ABSTRACT
  • How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
  • How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
  • How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
  • How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
  • How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
  • How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
  • How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
  • How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
  • How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
  • How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
  • How do come up with it? here’s a graphic organizer (frame). In the middle I’m thinking - big ideas. along the sides: four ways to differentiate and come up with a “theme” - this is simply a method. Veterans, you can probably whip this up in your head :)
  • You have packet...
  • One tool I used is the Standards “introduction” - here is an excerpt from TX Grade 5
  • Also, the “big” standards are helpful to see a larger picture of what you’re teaching. Natch, use your own expert knowledge.
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • here are some ‘big’ standards - 4th grade soc sci. I see change, new p.o.v., convergence, effects, conflict, etc
  • some possible themes to develop around 4th grade social studies
  • some possible themes to develop around 4th grade social studies
  • some possible themes to develop around 4th grade social studies
  • 15 min to create a theme for your subjects...
  • share: “writing “ science “ etc
  • share: “writing “ science “ etc
  • share: “writing “ science “ etc
  • share: “writing “ science “ etc
  • Effect on planning my lessons. Focuses, causes me to see subject through a lens.
  • Effect on planning my lessons. Focuses, causes me to see subject through a lens.












  • focused, repeatable... prove HIGH LEVEL thinking
  • Repetition of theme...
  • students develop their own ‘state’ ‘country,’ ‘land,’ parallels curriculum. origin: social science theme, can we duplicate this pattern? Mrs. Williams’ class.
  • students develop their own ‘state’ ‘country,’ ‘land,’ parallels curriculum. origin: social science theme, can we duplicate this pattern? Mrs. Williams’ class.
  • students develop their own ‘state’ ‘country,’ ‘land,’ parallels curriculum. origin: social science theme, can we duplicate this pattern? Mrs. Williams’ class.
  • fun. didn’t foresee the rivalries and relationships that would form. puts history at kids viewpoint. FIRST DAY OF school!
  • creation - higher level thinking skill, far right on bloom
  • pure creation; incredible what students come up with! encourage use of talents!
  • great end of unit activity which you’ll see soon
  • little by little, we’re building an awesome end-of-year project. open house.
  • In 5th grade, was un rigorous. Dad made me mad with river suggestion.
  • equip and organize! tried first year. disaster. taken me & colleagues a couple years to org. this long term project. composition books used as record keeping for each student’s “land.”
  • the KEY! Unit worksheet. Keeps it focused, manageable, and rigorous. Generate three questions based around the standards we covered. All of it goes under the theme.
  • the KEY! Unit worksheet. Keeps it focused, manageable, and rigorous. Generate three questions based around the standards we covered. All of it goes under the theme.
  • the KEY! Unit worksheet. Keeps it focused, manageable, and rigorous. Generate three questions based around the standards we covered. All of it goes under the theme.
  • the KEY! Unit worksheet. Keeps it focused, manageable, and rigorous. Generate three questions based around the standards we covered. All of it goes under the theme.
  • fun. didn’t foresee the rivalries and relationships that would form. puts history at kids viewpoint. FIRST DAY OF school!
  • a standard from my first unit. early humans. I want my students to think fluently about the ideas we learned about. what would their origin be like?
  • my first unit’s questions. Note they are high level thinking skills, utilize d/c and c/i. really push my kids.
  • my first unit’s questions. Note they are high level thinking skills, utilize d/c and c/i. really push my kids.
  • my first unit’s questions. Note they are high level thinking skills, utilize d/c and c/i. really push my kids.
  • my answers for Byrdonia.
  • my answers for Byrdonia.
  • the real NUT of what I’m looking for.

  • what are three questions we might ask to guide our students towards developing a || history of early Texas?



  • what are three questions we might ask to guide our students towards developing a || history of early Texas?


  • not beyond the young kids; imagine creating your own holidays and landmarks?
  • what are three questions we might ask to guide our students towards developing a || history of early Texas?


  • Across Disciplines - science? - Earth science
  • Develop landscape, erosion, river for students along with land?
  • Develop landscape, erosion, river for students along with land?
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.
  • discuss my end of year implementation of this.

  • Transcript

    • 1. Motivation In Social Studies Using generalizations and creative, parallel histories.
    • 2. ★Depth & Complexity ★Content Imperatives ★Universal Concepts
    • 3. “appropriately differentiated classroom
    • 4. material, activities, projects, products, homework, and assessments
    • 5. complex enough
    • 6. abstract enough
    • 7. open-ended enough
    • 8. multifaceted enough
    • 9. stretch in knowledge, thinking, and production.” Carol Ann Tomlinson
    • 10. http://www.flickr.com/photos/tolomea/
    • 11. Abstract Idea Standards http://www.flickr.com/photos/tolomea/
    • 12. A Challenge http://www.flickr.com/photos/mcquain2/
    • 13. A universal concept connects information within, between and across subjects or disciplines. Kaplan & Gould The Flip Book, Too
    • 14. Universal Concepts Kaplan & Gould, The Flip Book,Too
    • 15. Universal Concepts Change Systems Relationships Structure Interdependence Conflict Order Power Change Patterns Kaplan & Gould, The Flip Book,Too
    • 16. Universal Concepts Change Systems Relationships Structure Interdependence Conflict Order Power Change Patterns Kaplan & Gould, The Flip Book,Too
    • 17. POWER
    • 18. POWER Math Writing Science Social Studies
    • 19. POWER... can be seen or unseen
    • 20. POWER... can take many forms
    • 21. POWER... can be taken or given
    • 22. CHANGE Math Writing Science Social Studies
    • 23. Change... can be positive or negative
    • 24. Change... is necessary for growth
    • 25. Change... leads to additional change
    • 26. Deductive Lesson
    • 27. Change Systems Relationships Structure Interdependence Conflict Order Power Change Patterns
    • 28. Inductive Lesson
    • 29. Subject-Specific Generalizations
    • 30. Example Themes
    • 31. Example Themes “Civilization begins with order, grows with liberty, and dies in chaos.” - Will Durant
    • 32. Example Themes
    • 33. Example Themes “Quality writing is clear, correct, and concise.”
    • 34. Example Themes
    • 35. Example Themes “Power can be seen or unseen.”
    • 36. “Over time, rules can be outgrown.”
    • 37. “Over time, rules can be outgrown.” “Unique perspectives are worth protecting.”
    • 38. Abstract Idea Picture by RuTemple http://www.flickr.com/photos/rtds/122385899/
    • 39. Photo by Dndavis http://www.flickr.com/photos/dndavis/3914340738/ Forms A Story
    • 40. Guides Instruction http://www.flickr.com/photos/deepphoto/3942501025/
    • 41. Reusable Idea
    • 42. How?
    • 43. connects with standards
    • 44. connects with standards
    • 45. captures big idea connects with standards
    • 46. connects with standards
    • 47. captures big idea connects with standards
    • 48. useful in future captures big idea connects with standards
    • 49. Depth & Complexity Content Universal Imperatives Concepts Big Idea of Curriculum Sayings, Proverbs, & Quotes
    • 50. Depth & Complexity Content Universal Imperatives Concepts Sayings, Proverbs, & Quotes
    • 51. Depth & Complexity Content Universal Imperatives Concepts Earth Science Sayings, Proverbs, & Quotes
    • 52. Depth & Complexity Content Universal Imperatives Concepts water primary shaping force of landscapes heat moves from warmer objects to cooler objects movement of plates Sayings, Proverbs, & Quotes
    • 53. Depth & Complexity Content Universal Imperatives Concepts water primary shaping force of landscapes Power heat moves from warmer objects to cooler objects Change movement of plates Sayings, Proverbs, & Quotes
    • 54. 4th Grade TX Social Studies “Big Idea Of Curriculum”
    • 55. Social Studies, Grade 4(a)  Introduction. 1)  In Grade 4, students examine the history of Texas from the early beginnings to the present…Historical content focuses on Texas history including the Texas revolution, establishment of the Republic of Texas, and subsequent annexation to the United States…
    • 56. (2)  History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere. The student is expected to…
    • 57. Depth & Complexity Content Universal Imperatives Concepts Sayings, Proverbs, & Quotes
    • 58. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups Sayings, Proverbs, & Quotes
    • 59. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups causes/effects of European exploration/colonization… Sayings, Proverbs, & Quotes
    • 60. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups causes/effects of European exploration/colonization… causes/effects of the Texas Revolution Sayings, Proverbs, & Quotes
    • 61. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups causes/effects of European exploration/colonization… causes/effects of the Texas Revolution political, economic, and social changes in Texas Sayings, Proverbs, & Quotes
    • 62. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups causes/effects of European exploration/colonization… causes/effects of the Texas Revolution political, economic, and social changes in Texas contributions of people of various racial/ethnic/religious groups Sayings, Proverbs, & Quotes
    • 63. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups causes/effects of European exploration/colonization… causes/effects of the Texas Revolution political, economic, and social changes in Texas contributions of people of various racial/ethnic/religious groups people organized governments in different ways Sayings, Proverbs, & Quotes
    • 64. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups causes/effects of European exploration/colonization… causes/effects of the Texas Revolution political, economic, and social changes in Texas contributions of people of various racial/ethnic/religious groups people organized governments in different ways Texas, the United States, and other parts of the world are economically interdependent Sayings, Proverbs, & Quotes
    • 65. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups causes/effects of European exploration/colonization… causes/effects of the Texas Revolution political, economic, and social changes in Texas contributions of people of various racial/ethnic/religious groups people organized governments in different ways Texas, the United States, and other parts of the world are economically interdependent Sayings, Proverbs, & Quotes
    • 66. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups causes/effects of European exploration/colonization… causes/effects of the Texas Revolution political, economic, and social changes in Texas contributions of people of various racial/ethnic/religious groups people organized governments in different ways Texas, the United States, and other parts of the world are economically interdependent Sayings, Proverbs, & Quotes
    • 67. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups causes/effects of European exploration/colonization… causes/effects of the Texas Revolution political, economic, and social changes in Texas contributions of people of various racial/ethnic/religious groups people organized governments in different ways Texas, the United States, and other parts of the world are economically interdependent Sayings, Proverbs, & Quotes
    • 68. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups causes/effects of European exploration/colonization… causes/effects of the Texas Revolution Change political, economic, and social changes in Texas contributions of people of various racial/ethnic/religious groups people organized governments in different ways Texas, the United States, and other parts of the world are economically interdependent Conflict Sayings, Proverbs, & Quotes
    • 69. Depth & Complexity Content Universal Imperatives Concepts similarities/differences of Native-American groups causes/effects of European exploration/colonization… causes/effects of the Texas Revolution Change political, economic, and social changes in Texas contributions of people of various racial/ethnic/religious groups people organized governments in different ways Texas, the United States, and other parts of the world are economically interdependent Conflict Causes lead to unexpected effects. Expect the unexpected. Sayings, Proverbs, & Quotes
    • 70. A convergence of points of view leads to new points of view.
    • 71. A convergence of points of view leads to new points of view. Change over time leads to paradoxes.
    • 72. A convergence of points of view leads to new points of view. Change over time leads to paradoxes. New points of view create conflict.
    • 73. Depth & Complexity Content Universal Imperatives Concepts Big Idea of Curriculum Sayings, Proverbs, & Quotes
    • 74. Generate Themes For Your Curriculum
    • 75. Generate Themes For Your Curriculum Writing
    • 76. Generate Themes For Your Curriculum Writing Science
    • 77. Generate Themes For Your Curriculum Writing Social Studies Science
    • 78. Generate Themes For Your Curriculum Writing Social Studies Science Reading
    • 79. Effects Of Theme
    • 80. Effects Of Theme
    • 81. Planning Lessons
    • 82. Tools of early humans
    • 83. Tools of early humans “Civilization begins with order, grows with liberty and dies in chaos.”
    • 84. Tools of early humans “Civilization begins with order, grows with liberty and dies in chaos.” Tools are the origin of order
    • 85. Effects of surplus
    • 86. Effects of surplus Surplus frees up time and leads to new liberties
    • 87. Effects of surplus “Civilization begins with order, grows with liberty and dies in chaos.” Surplus frees up time and leads to new liberties
    • 88. Effects of surplus “Civilization begins with order, grows with liberty and dies in chaos.” Surplus frees up time and leads to new liberties
    • 89. Alexander the Great
    • 90. Alexander the Great Alexander took advantage of the chaos in Greece
    • 91. Alexander the Great “Civilization begins with order, grows with liberty and dies in chaos.” Alexander took advantage of the chaos in Greece
    • 92. Alexander the Great “Civilization begins with order, grows with liberty and dies in chaos.” Alexander took advantage of the chaos in Greece
    • 93. Assessment
    • 94. Student Understanding
    • 95. Parallel Histories
    • 96. Parallel Histories What? Why? How?
    • 97. Motivation
    • 98. High Level Of Interaction With Content
    • 99. Creativity & Talents
    • 100. Culminating Activity
    • 101. Huge Idea Piece By Piece
    • 102. Connect to standards. Keep it rigorous. Not just a creative project. http://www.flickr.com/photos/twicepix/
    • 103. Byrdonia
    • 104. Theme
    • 105. Theme estions Qu
    • 106. Theme estions Qu Standards
    • 107. My Sample
    • 108. 6.1.2. Identify locations of communities that populated the regions of the world. Describe how humans adapted to a variety of environments and shelter.
    • 109. Civilization begins with order, grows with liberty, and dies in chaos. What is the What is the How did effect of origin of tools in geography and geography on your civilization? technology your civilization? converge to create a surplus in your civilization? 6.1.2. Identify locations of communities that populated the regions of the world. Describe how humans adapted to a variety of environments and shelter.
    • 110. Civilization begins with order, grows with liberty, and dies in chaos. What is the What is the How did effect of origin of tools in geography and geography on your civilization? technology your civilization? converge to create a surplus in your civilization? 6.1.2. Identify locations of communities that populated the regions of the world. Describe how humans adapted to a variety of environments and shelter.
    • 111. What is the effect of geography on your civilization? Since we are located near the coast, Byrdonians have come to depend on fishing for food and boats for travel.
    • 112. What is the effect of geography on your civilization? Since we are located near the coast, Byrdonians have come to depend on fishing for food and boats for travel.
    • 113. What is the origin of tools in your civilization? Because of our dependence on the ocean for food, we developed fishing tools using reeds and bones from fish for hooks. .
    • 114. What is the origin of tools in your civilization? Because of our dependence on the ocean for food, we developed fishing tools using reeds and bones from fish for hooks. .
    • 115. How did geography and technology converge to create a surplus in your civilization? In Byrdonia, we developed a surplus by utilizing tools provided by our coastal civilization to improve the efficiency of our fishing and farming.
    • 116. How did geography and technology converge to create a surplus in your civilization? In Byrdonia, we developed a surplus by utilizing tools provided by our coastal civilization to improve the efficiency of our fishing and farming.
    • 117. 5th Grade TX US History
    • 118. (3)  History. The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. The student is expected to: ★ (A)  identify the contributions of individuals including James Madison and Roger Sherman who helped create the U.S. Constitution; and ★ (B)  summarize the events that led to the creation of the U.S. Constitution.
    • 119. Subject theme 5th grade standards...
    • 120. 4th Grade TX Texas History
    • 121. (2)  History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere. The student is expected to: • (A)  summarize reasons for European exploration and settlement of Texas and the Western Hemisphere;
    • 122. Subject theme 4th grade standards...
    • 123. 2nd Grade TX Local Community
    • 124. (1)  History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to: ★ (A)  explain the significance of various community, state, and national celebrations such as Memorial Day, Independence Day, and Thanksgiving ★ (B)  identify and explain the significance of various community, state, and national landmarks such as the county courthouse and state and national capitol buildings.
    • 125. Subject theme 2nd grade standards...
    • 126. Integrate Across Disciplines
    • 127. 4th Grade Science The students know that Earth consists of useful resources and its surface is constantly changing. observe & identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice
    • 128. 2nd Grade Science (10)  Science concepts. The student knows that the natural world includes rocks, soil, water, and gases of the atmosphere. The student is expected to: (A)  describe and illustrate the water cycle; and (B)  identify uses of natural resources.
    • 129. Defense International Paintings Plate Studies Tectonics Technology Architecture Art Dramas Poetry Weather Religion Travel Brochures Mythology Plantlife Dioramas Music Biographies Clothing
    • 130. Work Time :)

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