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SS 6 12 Presentation Presentation Transcript

  • 1. Common Core and Essential Standards 2011 Summer Institutes K-12 Social Studies
  • 2. Logistics:• Session materials• For unanswered Questions and additional discussion? Use the Parking Lot.• Break time• Limit technology use (i.e. phones, laptops) to session activities• Online Intel community (optional)
  • 3. Introductions
  • 4. Intel Online Community• Access the Intel site at http://engage.intel.com• See handout for registration information.
  • 5. Connections To The North Carolina Information and Technology Standards Sources of Information •Classify useful sources of information. Informational Text •Understand the difference between text read for enjoyment and text read for information. Technology as a Tool •Use technology tools and skills to reinforce classroom concepts and activities. Research Process •Understand the importance of good questions in The Information and conducting research. Technology EssentialStandards go into effect Safety and Ethical Issues July 2010. •Remember safety and ethical issues related to the responsible use of information and technology resources. 8/12/2011 • page 5
  • 6. Connections To The North CarolinaInformation and Technology Standards TECHNOLOGY AS A TOOL Use technology and other resources for assigned tasks. 1. Use appropriate technology tools and other resources to access information (multi- database search engines, online primary resources, virtual interviews with content experts). 2. Use appropriate technology tools and other resources to organize information (e.g. online note-taking tools, collaborative wikis).  http://www.dpi.state.nc.us/docs/acre/standards/new-standards/info-technology/grade6.pdf  http://www.dpi.state.nc.us/docs/acre/standards/new-standards/info-technology/grades9-12.pdf 8/12/2011 • page 6
  • 7. Connections To The North Carolina Professional Standards Links to these Professional Standards are in the community. http://www.dpi.state.nc.us/docs/profdev/ standards/teachingstandards.pdf 7
  • 8. Connections To The North Carolina Professional Teaching Standards STANDARD I: Teachers demonstrate leadership. Teachers demonstrate leadership in the school. • Work collaboratively with all school personnel to create a professional learning community • Analyze data • Develop goals and strategies through the school improvement plan • Assist in determining school budget and professional development • Participate in hiring process • Collaborate with colleagues to mentor and support teachers to improve effectiveness Teachers lead the teaching profession. • Strive to improve the profession • Contribute to the establishment of positive working conditions • Participate in decision-making structures • Promote professional growth http://www.dpi.state.nc.us/docs/profdev/ 8 standards/teachingstandards.pdf
  • 9. Connections To The North Carolina Professional Teaching Standards STANDARD III: Teachers know the content they teach. • Teachers align their instruction with the North Carolina Standard Course of Study. • Teachers know the content appropriate to their teaching specialty. • Teachers recognize the interconnectedness of content areas/disciplines. • Teachers make instruction relevant to students. STANDARD V: Teachers reflect on their practice. • Teachers link professional growth to their professional goals. http://www.dpi.state.nc.us/docs/profdev/ standards/teachingstandards.pdf 9
  • 10. Connections To The North Carolina Professional Standards for Central Office AdministratorsAREA ONE: VisionThe central office administrator is an educationalleader who… • facilitates the development, implementation, and communication of a shared vision of learning that reflects excellence and equity for all students throughout the school system.AREA TWO: High Student PerformanceThe central office administrator is an educationalleader who … • promotes the development of organizational, instructional, and/or assessment strategies to enhance teaching and learning for all students throughout the system. http://www.dpi.state.nc.us/docs/profdev/standards/ 10 school-executives-standards/administrators.pdf
  • 11. Connections To The North Carolina ProfessionalStandards for Principals and Assistant Principals STANDARD 2: Instructional Leadership School executives… • will set high standards for the professional practice of 21st century instruction and assessment • must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students STANDARD 4: Human Resource Leadership School executives… • will ensure that the school is a professional learning community • must provide for results-oriented professional development that is aligned with identified 21st century curricular, instructional, and assessment needs, is connected to school improvement goals and is differentiated based on staff needs http://www.dpi.state.nc.us/docs/profdev/standar 11 ds/school-executives-standards/principals.pdf
  • 12. Purpose & Expected Outcomes: Part One You will be able to:• Summarize what is different about the organizational structure of the K-12 Social Studies Essential Standards  Use of Revised Bloom’s Taxonomy  Use of Strands  Conceptual focus• Integrate Technology as a tool for curriculum development 12
  • 13. Use of RevisedBloom’s Taxonomyin the developmentof the NorthCarolina SocialStudies EssentialStandards
  • 14. 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
  • 15. Use of Strands inthe North CarolinaSocial StudiesEssentialStandards
  • 16. Structural ChangesH–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy, C&G–Civics and Government, and C–Culture
  • 17. National Thematic Strandshttp://www.socialstudies.org/standards
  • 18. The Five Conceptual StrandsTime, Individuals,Continuity & Groups &Change InstitutionsScience,Technology &Society People, Places & EnvironmentsCivic Ideals &Practices CulturePower, Authority& Governance Individual Development & IdentityProduction,Distribution & GlobalConsumption Connections
  • 19. The Strands ReflectionTable Talk: In your group, discuss the following questions and come to a consensus. Which strand tends to receive… The most attention? Why? The least amount of attention? Why?
  • 20. The Strands Reflection Group DebriefWhich discipline represented in the Which receives the leastfive conceptual strands do you think instructional time?receives the most instructional time? History History MS : HS: MS : HS: Civics and Government Civics and Government MS : HS: MS : HS: Geography and Environmental Geography and Environmental Literacy Literacy MS : HS: MS : HS: Economics and Personal Finance Economics and Personal Finance MS : HS: MS : HS: Culture Culture MS : HS: MS : HS: 8/12/2011 • page 22
  • 21. ConceptualFocus of theNorth CarolinaSocial StudiesEssentialStandards
  • 22. History Lesson Think about this: 1. What strategies did Seinfeld use to promote student understanding? 2. What could Seinfeld have done to better promote student thinking and understanding? 8/12/2011 • page 24
  • 23. The Paradigm Shift From Teaching To & TeachingLearning Topically & Learning Conceptually http://www.supermanhomepage.com/multimedia/Wallpaper-Images2/phonebooth.jpg 8/12/2011 • page 25
  • 24. The Structure Of Knowledge PRINCIPLES & GENERALIZATIONS CONCEPT CONCEPTF F F F F F FA A A A A A AC C C C C C CT T T T T T T 8/12/2011 • page 26
  • 25. The Structure Of Knowledge 8/12/2011 • page 27
  • 26. The Structure Of Knowledge 8/12/2011 • page 28
  • 27. The Structure Of Knowledge 8/12/2011 • page 29
  • 28. Concepts• Timeless• Universal• Transferable• Abstract and broad (to various degrees)• Examples share common attributes• Represented by 1-2 words• Never proper nouns 8/12/2011 • page 30
  • 29. Concept vs. Topic? ENVIRONMENT MANIFEST DESTINY COMPUTER AGE GREAT DEPRESSION CULTURE SUPPLY AND DEMAND MOVEMENT SYSTEM CIVIL WARNOTE: For purposes of this activity all terms appear in all caps so that you may not use rules of capitalization to distinguish between a concept and topic. 8/12/2011 • page 31
  • 30. Answers to Activity CONCEPTS TOPICS Environment Manifest Destiny Culture Computer AgeSupply and Demand Great Depression Movement System Civil War 8/12/2011 • page 32
  • 31. Traditional Standards and Curriculum…are topic-based and focused mostly on the factsHistory: Colonial Era, Lost Colony American Revolution,American Civil WarCultural Geography: South America and Europe, Swahili,Aborigines, Buddhism Civics & Economics: American Revolution, U.S. capitalism, Brown vs. Board of Education, mercantilism 8/12/2011 • page 33
  • 32. Conceptual Standards and Curriculum… are concept-based and focused “transferable ideas”History: continuity and change, leadership, revolution, war,conflictCultural Geography: climate change, location, resources,environmental challenges, human migration, culturaldevelopmentCivics & Economics: scarcity, justice, freedom, authority,tradeTransferable idea: Leadership may dictate how nationsrespond to environmental challenges and issues of socialjustice. 8/12/2011 • page 34
  • 33. Common Core and Essential Standards 2011 Regional Summer Institutes Part 2 K-12 Social Studies
  • 34. Purpose & Expected Outcomes: Part Two You will be able to:• Understand content changes and their implications for K-12 Social Studies• Understand the intended use of the K-12 Social Studies Crosswalk documents.• Understand the intended use of the K-12 Social Studies Unpacking documents.• Understand how to organize the K-12 Social Studies Essential Standards into Units of Instruction. 36
  • 35. North CarolinaSocial StudiesEssential Standards:Content Changesand Implications
  • 36. Sixth and Seventh Grade • 6th grade is the first time that students are introduced to the world • 6th Grade: Shift from a study of just Europe and South America to an integrated study of the Ancient World through Exploration • 7th Grade: Shift from a study of just Africa, Asia, and Australia to an integrated study of the Age of Exploration to the present • 7th Grade economic concepts are more sophisticated • Both courses should be taught from a  Comparative perspective  Case study approach
  • 37. Eighth Grade • Parallel study of North Carolina and the United States • Revolutionary era to contemporary times • Integration of Personal Financial Literacy
  • 38. New Social Studies Electives• Turning Points in American History• 21st Century Geography• Sociology• Psychology• American Humanities• World Humanities• The Cold War• Twentieth Century Civil Liberties & Civil RightsNote: The electives that are a part of the current SCOS may continue to beoffered as elective choices with the implementation of the new EssentialStandards next school year, 2012. 8/12/2011 • page 40
  • 39. Civics and Economics • Standards are written to three strands  Civics & Government Strand  Economics Strand  Personal Financial Literacy Strand (A Microcosm of the Economic Strand) • The addition of Personal Financial Literacy • Elements of History, Geography and Culture are integrated throughout the course. 8/12/2011 • page 41
  • 40. World History • Addresses six periods that reflect accepted periodization by the World History Association • Key focus of study is from mid 15th century to present • Skills Standard integrated 8/12/2011 • page 42
  • 41. United States History I & II• United States History I begins with the European exploration of the New World and continues through the era of Reconstruction• United States History II begins at the end of the Reconstruction era and continues through present-day• Two distinct courses• Similar standards/objectives• Skills standard integrated 8/12/2011 • page 43
  • 42. North Carolina SocialStudies EssentialStandards:CurriculumDocuments
  • 43. The Instructional Toolkit• Priority One Tools: – Crosswalks of 2006 & 2010 Standards – Unpacked Content Documents• Priority Two Tools: – Sample Graphic Organizers – Sample Learning Progressions• Other Tools: – Unpacking Documents for Electives – Glossary of Essential Terminology – Sample Units of Instruction – Assessment Samples
  • 44. Crosswalk Documents 8/12/2011 • page 46
  • 45. Intended Use of Crosswalks • To identify gaps in content (where something new may exist) • To identify existing resources that can be repurposed • To identify professional development needs based on new content areas 8/12/2011 • page 47
  • 46. This Crosswalk ……can show you the cross of the old cognitive process with the new…can help you see type of knowledge…can show you how even if the content is the same or similar that there are differences is in what the student is being asked to do with the content…can help you see the gaps that may exist where content is moved from one grade to another…can help you see if you have resources to support the new…can help you see where teachers may need more PD or PD they have never had before
  • 47. Unpacking Documents 8/12/2011 • page 50
  • 48. Unpacking the Essential Standards:The unpacking document…• Identifies what a student must understand (Conceptual Knowledge) • Concepts and Generalizations• Identifies what a student must know (Factual Knowledge) • Critical Content• Identifies what a student must be able to do (Procedural Knowledge) • Skills
  • 49. the United States.Concept(s): Change, Individuals, Groups, Migration, Immigration, Technology, Innovation, ContinuityClarifying Objectives Unpacking What does this standard mean a student will know, understand and be able to do?8.H.3.1 Explain how migration and The student will understand:immigration contributed to the Migration and immigration helps to shape the development of a state and nation by contributingdevelopment of North Carolina and the new ideas, culture, and a workforce.United States from colonization to Migration and immigration patterns may change due to environmental and societal changes.contemporary times (e.g. westwardmovement, African slavery, Trail of The student will know:Tears, the Great Migration and Ellis and Reasons why people immigrate to the United States.Angel Island). Reasons for migration within the United States with specific emphasis on the reasons for migration to and from North Carolina. This includes both forced and voluntary migration. Changing demographics of North Carolina and the United States as a result of immigration to the United States and migration within the United States and North Carolina.8.H.3.2 Explain how changes brought The student will understand:about by technology and other Technology encompasses many different types of innovation.innovations affected individuals and Technology and innovation can lead to societal changes and economic growth.groups in North Carolina and the UnitedStates (e.g. advancements in The student will know:transportation, communication networks Identify technological advances in United States/North Carolina history (e.g., cotton gin, canals,and business practices). railroads, Wright Brother’s airplane, Research Triangle Park, Dismal Swamp Canal). How the various innovations came to fruition as well as their impact on individuals and groups in various regions of North Carolina and the United States. 8/12/2011 • page 52
  • 50. WH.H.1 Apply the four interconnected dimensions of historical thinking to the World History EssentialStandards in order to understand the creation and development of societies/civilizations/nations over time.Concept(s): Historical ThinkingClarifying Objective Unpacking What does this standard mean a student will know, understand and be able to do? WH.H.1.1 The student will know Use Chronological Thinking to: Chronological thinking is the foundation of historical reasoning—the ability to examine relationships among historical events and to explain1. Identify the structure of a historical historical causality. narrative or story: (its beginning, The student will be able to middle and end) Deconstruct the temporal structure (its beginning, middle, and end) of2. Interpret data presented in time various types of historical narratives or stories. Thus, students will be able lines and create time lines to think forward from the beginning of an event, problem, or issue through its development, and anticipate some outcome; or to work backward from some issue, problem, or event in order to explain its origins or development over time. Interpret data presented in time lines in order to identify patterns of historical succession (change) and historical duration (continuity). Create time lines to record events according to the temporal order in which they occurred and to reconstruct patterns of historical succession and duration. 8/12/2011 • page 53
  • 51. For Example:Clarifying Objective:7.G.1.1 Explain how environmental conditions and human response tothose conditions influence modern societies and regions (e.g. naturalbarriers, scarcity of resources and factors that influence settlement). Understanding/Generalization: PRINCIPLES & The student will understand that… GENERALIZATION S Environmental conditions may alterCONCEPT CONCEPT human settlement patterns. TOPICF F F F F F FA A A A A A AC C C C C C CT T T T T T T 8/12/2011 • page 54
  • 52. Group Activity:From Concepts to Generalizations USH1.H.8.2 Explain how opportunity and mobility impacted various groups within American society through Reconstruction (e.g., City on a Hill, Lowell and other “mill towns,” Manifest Destiny, immigrants/migrants, PRINCIPLES & Gold Rush, Homestead Act, Morrill Act, GENERALIZATIONS Exodusters, women, various ethnic groups, etc.). CONCEPT CONCEPT 1. What are the state concepts you see in the objective? TOPIC 2. What are some other concepts that you could teach from this standard? (implied F F F F F F F concepts) A A A A A A A C C C C C C C 3. From the concepts, write a generalization T T T T T T T /understanding. 55
  • 53. Civics and Government StrandEssential Standard:8.C&G.2 Understand the role that citizen participation plays in societal change.Concept(s):Clarifying Objectives Unpacking What does this standard mean a student will know, understand and be able to do?8.C&G.2.1 Evaluate the The student will understand:effectiveness of various approachesused to effect change in NorthCarolina and he United States (e.g.picketing, boycotts, sit-ins, voting,marches, holding elected office and The student will know:lobbying). The student will be able to: 8/12/2011 • page 56
  • 54. Civics and Government StrandEssential Standard:CE.C&G.4 Understand how democracy depends upon the active participation ofcitizens.Concept(s):Clarifying Objectives Unpacking What does this standard mean a student will know, understand and be able to do?CE.C&G.4.3 Analyze the roles of The student will understand:citizens of North Carolina and the UnitedStates in terms of responsibilities,participation, civic life and criteria formembership or admission (e.g., voting, The student will know:jury duty, lobbying, interactingsuccessfully with government agencies,organizing and working in civic groups,volunteering, petitioning, picketing, The student will be able to:running for political office, residency,etc.). 8/12/2011 • page 57
  • 55. A Look At How 8.C&G.2 And CE.C&G.4.3 Have Been UnpackedQuestion to consider: What observationscan you make as you see how differentgroups and DPI have unpacked the sameobjective? 8/12/2011 • page 58
  • 56. Civics and Government StrandEssential Standard:8.C&G.2 Understand the role that citizen participation plays in societal change.Concept(s):Clarifying Objectives Unpacking What does this standard mean a student will know, understand and be able to do? The student will understand:8.C&G.2.1 Evaluate the • Citizen participation takes many different forms in a democratic society.effectiveness of various • Political leaders respond to citizen action, although change is often slow.approaches used to effect • The effectiveness of an action may be evaluated in different ways.change in North Carolina and heUnited States (e.g. picketing, The student will know:boycotts, sit-ins, voting, • Democratic political systems are based on the general assumption thatmarches, holding elected office the majority of citizens are entitled to make the choice as to what is best for the society, thus all forms of political participation are open toand lobbying). everyone. • The various forms that citizen participation can take. • Instances when citizen action produced societal change. • Criteria to evaluate the effectiveness of various approaches used to effect change (e.g., whether the actors received desired outcomes such as change in laws, access to opportunities otherwise denied). 8/12/2011 • page 59
  • 57. Civics and Government StrandEssential Standard:CE.C&G.4 Understand how democracy depends upon the active participation of citizens.Concept(s):Clarifying Objectives Unpacking What does this standard mean a student will know, understand and be able to do?CE.C&G.4.3 Analyze the roles of citizens of The student will understand:North Carolina and the United States in terms of • Citizenship involves recognition of individual rights and responsibilitiesresponsibilities, participation, civic life and for political participation and encourages personal, social, economic,criteria for membership or admission (e.g., and political choice. • Political, religious, and economic freedoms provided to citizens arevoting, jury duty, lobbying, interacting often accompanied by the responsibility of active civic participation atsuccessfully with government agencies, the individual, community, state, and national levels.organizing and working in civic groups, • An increased level of citizen participation results in a morevolunteering, petitioning, picketing, running for representative government.political office, residency, etc.). The student will know: • Various ways individuals participate in civic life. • The criteria for becoming a United States citizen. • The role citizens play in influencing government policies and actions. • Effective methods of influencing government. 8/12/2011 • page 60
  • 58. Social StudiesEssentialStandards:UnitDevelopment
  • 59. Unit Development with anIntegrated, Intra-/Interdisciplinary ApproachArts Education K-12 SOCIAL STUDIES CURRICULUM English/Language Arts English Language DevelopmentHealthful LivingInformation & Technology Skills Mathematics Science World Languages 8/12/2011 • page 62 http://www.jigsawplanet.com/?rc=play&pid=0e9011bef5ce
  • 60. Organizing Standards As Units Of Instruction It’s A Process!Step 1: Start with the Essential Standards.Step 2: Deconstruct the Essential Standards and the Clarifying Objectives.Step 3: Create an outline of units you may teach for the entire year/semester.Step 4: Create a Concept/Content web.Step 5: Write understandings/generalizations 8/12/2011 • page 63
  • 61. ORGANIZING CURRICULUM AS UNITS OF INSTRUCTION Step 1: Identify the state standards for the grade level or course for which you will develop curriculum. For Example: Seventh Grade Social Studies ESSENTIAL TANDARDS For Example: For Example: WORLD HISTORY N.C. HISTORYESSENTIAL TANDARDS ESSENTIAL STANDARDS 8/12/2011 • page 64
  • 62. Step 2: Deconstruct the standards to pinpoint the types of knowledge students are expected to learn {topics, concepts, and skills} as well as the intended cognitive process. The Student will: Construct charts, graphs, and historical narratives to explain particular events or issues. STATE STANDARDS VERB OBJECT TYPE OF (topics, concepts, & KNOWLEDGE skills) Construct • charts Procedural (produce from • graphs {knowledge of scratch) • historical techniques and narratives methods} • causes and effects of events Factual & Conceptual or issues through time {terminology, details, & generalizations} 8/12/2011 • page 65
  • 63. YEARLY/SEMESTER PLAN OUTLINESGrade level/Course: __________________ NCSCOS Major Concepts Unit Unit Title Clarifying Objectives 1 2 Step 2: Create an outline of units you may teach 3 for the entire year or semester. 4 3 to 4 units for grades K-3 5 4 to 6 units for grades 4-6 6 5 to 8 units for grades 7-12 7 8
  • 64. Brainstorm Possible Units for the Year Grade level/Course: __________________ Clarifying Major ConceptsUnit Unit Title Objectives 1 2 3 4 5 6 7 8 8/12/2011 • page 67
  • 65. Sample Civics & Economics Yearly/Semester Plan OutlineGrade level/Course: Civics & Economics Unit Unit Title Clarifying Objectives Concepts Principals and Practice: The 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, Democracy, Functions, CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.E.1.1, 1 Foundations of American CE.E.1.2, CE.E.1.5 Systems, Economy, Politics Political & Economic Systems CE.C&G.1.1, CE.C&G.1.3, CE.C&G.2.2, CE.C&G.2.3 , Laws, Rights, Rules, The American Idea of CE.C&G.2.4 Roles, Responsibility, 2 CE.C&G.2.5 , CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8 Constitutional Government CE.C&G.4.2, CE.C&G.4.3, CE.C&G.4.4, CE.C&G.4.5, CE.E.2.3, Democracy, CE.E.2.4 Government Citizenship, 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 Government, 3 Active Citizenship: Local, State, CE.C&G.4.4, CE.C&G.4.5, CE.PFL.2.5, CE.E.1.6 , CE.C&G.3. Responsibilities, National, & Global Interdependence, Cooperation, Participation 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 Systems, 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, Interdependence, 4 Political & Legal Systems: CE.C&G.3.6 , CE.C&G.3.7, CE.C&G.3.8, CE.PFL.2.1, CE.PFL.2.2, Influence, Politics, Balancing Interests CE.PFL.2.3, CE.E.3.1 , CE.E.3.2, CE.E.3.3 , CE.C&G.5.2, Economy, Laws CE.C&G.5.3 CE.C&G.5.4 CE.C&G.5.5, CE.C&G.5.1 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. Decisions, Decisions, Decisions, C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.C&G.3.8, CE.C&G.4.4, Government, Economy, CE.PFL.2.1, CE.PFL.2.2, CE.PFL.2.3, CE.E.3.1 , CE.E.3.2, CE.E.3.3 , Interest, Influence, 5 Decisions: Civics, Economics CE.C&G.5.3, CE.C&G.5.4 ,CE.C&G.5.5, CE.PFL.1.1, CE.PFL.1.2, Responsibility, Income, and the Real World CE.PFL.1.3, CE.PFL.1.4, CE.PFL.1.5, CE.PFL.1.6, Consumer, Market, Policy, Finance
  • 66. 8/12/2011 • page 69
  • 67. CIVICS & GOVERNMENT HISTORY• Salutary Neglect• Constitutional Democracy Step 4 • Declaration of Independence• U.S. Constitution • American Revolution• N.C. Constitution Civics & Economics Sample • Federalist/Anti-Federalist• Federalism Debates• Compromise • Democracy• Judicial Process • Conflict• Civic Participation • Government• Rights • Whiskey Rebellion• Responsibilities ECONOMICS & PFLGEOGRAPHY & UNIT TITLE • ProtectionismENVIORNMENTAL LITERACY • Trade• Region The American • Economic Features• • Interdependence Environment Idea of • Trade Restrictions Constitutional • Investment • Financial Planning GovernmentINFORMATION & OTHER SUBJECT AREA:TECHNOLOGY SKILLS ENGLISH• Technology • Writing• Technology Tools • Reading• Research • Debate/Argument• Ethics • Research• Safety• Data and information OTHER SUBJECT AREA:  E-books MATH  Online communication • Graphing tools Note: Concepts have been highlighted in blue font. • Data Collection Topics are in black. 8/12/2011 • page 70
  • 68. Geography Culture Economics/ Civics and History Personal Financial Government Literacy Place  Religion  Needs/Wants  Politics  Change Region  Language  Scarcity  Limited  Continuity Location  Ethnicity  Resources Government  Patterns Movement  Society  Costs  Citizenship  Conflict Human-  Civilization  Standard of  Rule of Law  Cooperation Environment  Culture Living  Political Action  Revolution Interaction  Diversity  Market  Political  Leadership Physical  Values & economy System  Invasion Environment Beliefs  Markets  National  Conquest Landforms  Trade Identity  Colonialism Water forms  Exchange  Individual  War Geographic  Supply and Rights  National Patterns Demand  Power Identity Settlement  Freedom  Imperialism Patterns Civilization Migration 71
  • 69. Step 5 Enduring Understandings (Generalizations) For High School Lessons of Social Studies,Culture: Statements of Thought 1. Diverse groups contribute to cultural, social, economic and political development of a nation. 2. Cultural expressions can reveal the values, lifestyles, Technology beliefs and struggles of diverse ethnic groups.History: Society Change 3. Certain times and conditions can encourage the Needs development of leadership in individuals. Conflict 4. The rights of groups within a democratic society can Competition Resources change over time. Culture RegionGeography: Political System Competition 5. Physical environment affects settlement patterns. 6. Physical environment can determine the way that people Resources meet basic needs like food and shelter.Government/Civics: 7. Governments are structured to address the basic needs of the people. Relationship Among Concepts that 8. A nation’s founding documents reflect its principles. transfer
  • 70. 8/12/2011 • page 73
  • 71. Social Studies Consultants:Interim Section ChiefK-12 Social Studies & Middle GradesFay Gorefay.gore@dpi.nc.gov Educator Recruitment and Development:ElementaryJolene Ethridge Regional Professional Development LeadsJolene.ethridge@dpi.nc.gov Frances Harris-Burke (Region 5) frances.harrisburke.dpi.nc.govHigh SchoolMichelle McLaughlin Gregory McKnight (Region 3)Michelle.mclaughlin@dpi.nc.gov gregory.mcknight@dpi.nc.gov Instructional Technology: Instructional Technology Consultant Gail Holmes (Region 5) gail.holmes@dpi.nc.gov 8/12/2011 • page 74
  • 72. Presentation images were taken from Microsoft Clipart and Flickr with the exception of those specifically sited on a particular slide. 8/12/2011 • page 75