SS 6 12 Presentation
Transcript of SS 6 12 Presentation
Common Core and Essential Standards
2011 Summer Institutes
K-12 Social Studies
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)
Introductions
Intel Online Community
• Access the Intel site at
http://engage.intel.com
• See handout for
registration information.
8/12/2011 • page 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
conducting research.
Safety and Ethical Issues •Remember safety and ethical issues related to the
responsible use of information and technology resources.
The Information and
Technology Essential
Standards go into effect
July 2010.
8/12/2011 • page 6
Connections To The North Carolina
Information 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
7
Connections To The North Carolina Professional Standards
http://www.dpi.state.nc.us/docs/profdev/
standards/teachingstandards.pdf
Links to these Professional Standards are in the community.
8
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
Connections To The North Carolina Professional
Teaching Standards
http://www.dpi.state.nc.us/docs/profdev/
standards/teachingstandards.pdf
9
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.
Connections To The North Carolina Professional
Teaching Standards
http://www.dpi.state.nc.us/docs/profdev/
standards/teachingstandards.pdf
10
AREA ONE: Vision
The central office administrator is an educational
leader 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 Performance
The central office administrator is an educational
leader who …
• promotes the development of organizational,
instructional, and/or assessment strategies to
enhance teaching and learning for all
students throughout the system.
Connections To The North Carolina Professional
Standards for Central Office Administrators
http://www.dpi.state.nc.us/docs/profdev/standards/
school-executives-standards/administrators.pdf
11
Connections To The North Carolina Professional
Standards for Principals and Assistant Principals
http://www.dpi.state.nc.us/docs/profdev/standar
ds/school-executives-standards/principals.pdf
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
12
Purpose & Expected Outcomes: Part One
• 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
You will be able to:
Use of Revised
Bloom’s Taxonomy
in the development
of the North
Carolina Social
Studies Essential
Standards
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
Use of Strands in
the North Carolina
Social Studies
Essential
Standards
Structural Changes H–History, G–Geography and Environmental Literacy, E–Economics and Financial Literacy, C&G–Civics and Government, and C–Culture
National Thematic Strands
http://www.socialstudies.org/standards
Global
Connections
Time,
Continuity &
Change
Power, Authority
& Governance
Production,
Distribution &
Consumption
Civic Ideals &
Practices
Science,
Technology &
Society
Culture
People,
Places &
Environments
Individual
Development
& Identity
Individuals,
Groups &
Institutions
The Five Conceptual Strands
Individuals,
Groups &
Institutions
Table 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?
The Strands Reflection
8/12/2011 • page 22
The Strands Reflection Group Debrief
Which discipline represented in the
five conceptual strands do you think
receives the most instructional time?
Which receives the least
instructional time?
History
Civics and Government
Geography and Environmental Literacy
Economics and Personal Finance
Culture
History
Civics and Government
Geography and Environmental Literacy
Economics and Personal Finance
Culture
MS : HS:
MS : HS:
MS : HS:
MS : HS:
MS : HS:
MS : HS:
MS : HS:
MS : HS:
MS : HS:
MS : HS:
Conceptual
Focus of the
North Carolina
Social Studies
Essential
Standards
8/12/2011 • page 24
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 25
From Teaching
&
Learning Topically
To
Teaching
&
Learning
Conceptually
The Paradigm Shift
http://www.supermanhomepage.com/multimedia/Wallpaper-Images2/phonebooth.jpg
8/12/2011 • page 26
The Structure Of Knowledge
PRINCIPLES &
GENERALIZATIONS
CONCEPT CONCEPT
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
8/12/2011 • page 27
The Structure Of Knowledge
8/12/2011 • page 28
The Structure Of Knowledge
8/12/2011 • page 29
The Structure Of Knowledge
8/12/2011 • page 30
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 31
Concept vs. Topic?
ENVIRONMENT
MANIFEST DESTINY
COMPUTER AGE
GREAT DEPRESSION
CULTURE
SUPPLY AND DEMAND
MOVEMENT
SYSTEM
CIVIL WAR
NOTE: 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 32
Answers to Activity
CONCEPTS TOPICS
Environment Manifest Destiny
Culture Computer Age
Supply and Demand Great Depression
Movement
System
Civil War
8/12/2011 • page 33
Traditional Standards and Curriculum…
are topic-based and focused 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
8/12/2011 • page 34
Conceptual Standards and Curriculum…
are concept-based and focused
“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 Transferable idea: Leadership may dictate how nations respond to environmental challenges and issues of social justice.
Common Core and Essential Standards
2011 Regional Summer Institutes
Part 2
K-12 Social Studies
Purpose & Expected Outcomes: Part Two
36
• 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.
You will be able to:
North Carolina
Social Studies
Essential Standards:
Content Changes
and Implications
• 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
Sixth and Seventh Grade
• Parallel study of North
Carolina and the
United States
• Revolutionary era to
contemporary times
• Integration of
Personal Financial
Literacy
Eighth Grade
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
Rights
8/12/2011 • page 40
Note: The electives that are a part of the current SCOS may continue to be
offered as elective choices with the implementation of the new Essential
Standards next school year, 2012.
8/12/2011 • page 41
• 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.
Civics and Economics
8/12/2011 • page 42
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
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
North Carolina Social
Studies Essential
Standards:
Curriculum
Documents
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
Crosswalk Documents
8/12/2011 • page 46
Intended Use of Crosswalks
8/12/2011 • page 47
• To identify professional
development needs based on
new content areas
• To identify existing resources
that can be repurposed
• To identify gaps in content
(where something new may
exist)
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
Unpacking Documents
8/12/2011 • page 50
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
8/12/2011 • page 52
Essential Standard:
8.H.3 Understand the factors that contribute to change and continuity in North Carolina and
the United States.
Concept(s): Change, Individuals, Groups, Migration, Immigration, Technology, Innovation, Continuity
Clarifying 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
immigration contributed to the
development of North Carolina and the
United States from colonization to
contemporary times (e.g. westward
movement, African slavery, Trail of
Tears, the Great Migration and Ellis and
Angel Island).
The student will understand:
Migration and immigration helps to shape the development of a state and nation by contributing
new ideas, culture, and a workforce.
Migration and immigration patterns may change due to environmental and societal changes.
The student will know:
Reasons why people immigrate to the United States.
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
about by technology and other
innovations affected individuals and
groups in North Carolina and the United
States (e.g. advancements in
transportation, communication networks
and business practices).
The student will understand:
Technology encompasses many different types of innovation.
Technology and innovation can lead to societal changes and economic growth.
The student will know:
Identify technological advances in United States/North Carolina history (e.g., cotton gin, canals,
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 53
Essential Standard:
WH.H.1 Apply the four interconnected dimensions of historical thinking to the World History Essential
Standards in order to understand the creation and development of societies/civilizations/nations over time.
Concept(s): Historical Thinking
Clarifying Objective Unpacking
What does this standard mean a student will know, understand and be able to
do?
WH.H.1.1
Use Chronological Thinking to:
1. Identify the structure of a historical
narrative or story: (its beginning,
middle and end)
2. Interpret data presented in time
lines and create time lines
The student will know
Chronological thinking is the foundation of historical reasoning—the
ability to examine relationships among historical events and to explain
historical causality.
The student will be able to
Deconstruct the temporal structure (its beginning, middle, and end) of
various types of historical narratives or stories. Thus, students will be able
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 54
For Example: Clarifying Objective:
7.G.1.1 Explain how environmental conditions and human response to
those conditions influence modern societies and regions (e.g. natural
barriers, scarcity of resources and factors that influence settlement).
PRINCIPLES &
GENERALIZATION
S
CONCEPT CONCEPT
TOPIC
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
Understanding/Generalization:
The student will understand that…
Environmental conditions may alter human settlement patterns.
55
PRINCIPLES &
GENERALIZATIONS
CONCEPT CONCEPT
TOPIC
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
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F
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F
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T
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,
Gold Rush, Homestead Act, Morrill Act,
Exodusters, women, various ethnic groups, etc.). 1. What are the state concepts you see in the
objective?
2. What are some other concepts that you
could teach from this standard? (implied
concepts)
3. From the concepts, write a generalization
/understanding.
Group Activity:From Concepts to Generalizations
8/12/2011 • page 56
Civics and Government Strand
Essential 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
effectiveness of various approaches
used to effect change in North
Carolina and he United States (e.g.
picketing, boycotts, sit-ins, voting,
marches, holding elected office and
lobbying).
The student will understand:
The student will know:
The student will be able to:
8/12/2011 • page 57
Civics and Government Strand
Essential 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 North Carolina and the United
States in terms of responsibilities,
participation, civic life and criteria for
membership or admission (e.g., voting,
jury duty, lobbying, interacting
successfully with government agencies,
organizing and working in civic groups,
volunteering, petitioning, picketing,
running for political office, residency,
etc.).
The student will understand:
The student will know:
The student will be able to:
A Look At How 8.C&G.2 And
CE.C&G.4.3 Have Been Unpacked
8/12/2011 • page 58
Question to consider: What observations
can you make as you see how different
groups and DPI have unpacked the same
objective?
8/12/2011 • page 59
Civics and Government Strand
Essential 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
effectiveness of various
approaches used to effect
change in North Carolina and he
United States (e.g. picketing,
boycotts, sit-ins, voting,
marches, holding elected office
and lobbying).
The student will understand:
• Citizen participation takes many different forms in a democratic society. • Political leaders respond to citizen action, although change is often slow. • The effectiveness of an action may be evaluated in different ways. The student will know:
• Democratic political systems are based on the general assumption that 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 to 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 60
Civics and Government Strand
Essential 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
North Carolina and the United States in terms of
responsibilities, participation, civic life and
criteria for membership or admission (e.g.,
voting, jury duty, lobbying, interacting
successfully with government agencies,
organizing and working in civic groups,
volunteering, petitioning, picketing, running for
political office, residency, etc.).
The student will understand:
• Citizenship involves recognition of individual rights and responsibilities for political participation and encourages personal, social, economic, and political choice.
• Political, religious, and economic freedoms provided to citizens are often accompanied by the responsibility of active civic participation at the individual, community, state, and national levels.
• An increased level of citizen participation results in a more representative government.
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.
Social Studies
Essential
Standards:
Unit
Development
Unit Development with an
Integrated, Intra-/Interdisciplinary Approach
8/12/2011 • page 62
http://www.jigsawplanet.com/?rc=play&pid=0e9011bef5ce
English
Language
Development
Science
Information &
Technology
Skills
English/
Language Arts
Mathematics
Arts Education
Healthful Living
World
Languages
K-12 SOCIAL STUDIES CURRICULUM
8/12/2011 • page 63
Organizing Standards As
Units Of Instruction
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
It’s A Process!
8/12/2011 • page 64
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:
N.C. HISTORY
ESSENTIAL STANDARDS
For Example:
WORLD HISTORY
ESSENTIAL TANDARDS
For Example:
Seventh Grade Social Studies
ESSENTIAL TANDARDS
8/12/2011 • page 65
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.
STATE STANDARDS
The Student will: Construct charts, graphs, and
historical narratives to explain particular events or
issues.
VERB OBJECT
(topics, concepts, &
skills)
TYPE OF
KNOWLEDGE
Construct
(produce from
scratch)
• charts
• graphs
• historical
narratives
• causes and effects of events
or issues through time
Procedural
{knowledge of
techniques and
methods}
Factual & Conceptual
{terminology, details,
& generalizations}
Unit Unit Title
NCSCOS
Clarifying
Objectives
Major Concepts
1
2
3
4
5
6
7
8
YEARLY/SEMESTER PLAN OUTLINES
Grade level/Course: __________________
3 to 4 units for grades K-3
4 to 6 units for grades 4-6
5 to 8 units for grades 7-12
Step 2: Create an outline of units you may teach
for the entire year or semester.
8/12/2011 • page 67
Unit Unit Title Clarifying
Objectives
Major Concepts
1
2
3
4
5
6
7
8
Brainstorm Possible Units for the Year
Grade level/Course: __________________
Sample Civics & Economics Yearly/Semester Plan Outline
Grade 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
2 The 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
3 Active 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 Political & Legal Systems:
Balancing Interests
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
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
8/12/2011 • page 69
8/12/2011 • page 70
CIVICS & GOVERNMENT • Salutary Neglect
• Constitutional Democracy
• U.S. Constitution
• N.C. Constitution
• Federalism
• Compromise
• Judicial Process
• Civic Participation
• Rights
• Responsibilities
ECONOMICS & PFL • Protectionism
• Trade
• Economic Features
• Interdependence
• Trade Restrictions
• Investment
• Financial Planning
HISTORY
• Declaration of Independence
• American Revolution
• Federalist/Anti-Federalist
Debates
• Democracy
• Conflict
• Government
• Whiskey Rebellion
INFORMATION &
TECHNOLOGY SKILLS
• Technology
• Technology Tools
• Research
• Ethics
• Safety
• Data and information
E-books
Online communication
tools
OTHER SUBJECT AREA:
ENGLISH
• Writing
• Reading
• Debate/Argument
• Research
OTHER SUBJECT AREA:
MATH
• Graphing
• Data Collection
UNIT TITLE
The American
Idea of
Constitutional
Government
GEOGRAPHY &
ENVIORNMENTAL LITERACY • Region
• Environment
Step 4
Civics & Economics Sample
Note: Concepts have been highlighted in blue font.
Topics are in black.
71
Geography Culture Economics/ Personal Financial
Literacy
Civics and Government
History
Place
Region
Location
Movement Human-
Environment Interaction
Physical Environment
Landforms
Water forms
Geographic Patterns
Settlement Patterns
Civilization
Migration
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
Politics
Limited Government
Citizenship
Rule of Law
Political Action
Political System
National Identity
Individual Rights
Power Freedom
Change
Continuity
Patterns
Conflict Cooperation
Revolution
Leadership
Invasion
Conquest Colonialism
War National
Identity
Imperialism
5. Physical environment affects settlement patterns. 6. Physical environment can determine the way that people meet basic needs like food and shelter.
Culture:
History:
Government/Civics:
1. Diverse groups contribute to cultural, social, economic and political development of a nation. 2. Cultural expressions can reveal the values, lifestyles, beliefs and struggles of diverse ethnic groups.
3. Certain times and conditions can encourage the development of leadership in individuals. 4. The rights of groups within a democratic society can change over time.
Geography:
7. Governments are structured to address the basic needs of the people. 8. A nation’s founding documents reflect its principles.
Enduring Understandings (Generalizations) For High School
Lessons of Social Studies,
Statements of Thought
Relationship Among Concepts that
transfer
Region
Technology
Society Change
Competition
Needs
Conflict
Culture
Political System
Resources
Competition
Resources
Step 5
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8/12/2011 • page 74
Social Studies Consultants:
Interim Section Chief
K-12 Social Studies & Middle Grades
Fay Gore
Elementary
Jolene Ethridge
High School
Michelle McLaughlin
Educator Recruitment and
Development:
Regional Professional Development Leads
Frances Harris-Burke (Region 5)
frances.harrisburke.dpi.nc.gov
Gregory McKnight (Region 3)
Instructional Technology:
Instructional Technology Consultant
Gail Holmes (Region 5)
8/12/2011 • page 75
Presentation images were taken from Microsoft
Clipart and Flickr with the exception of those
specifically sited on a particular slide.