Johnston County Schools High School Social Studies...

Prepared By The K-12 Social Studies Team As Support For

Johnston County Schools High School Social Studies Program

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The purpose of today’s professional development session is to

understand…

The meaning of the three shifts in NC Social Studies.

The components involved in developing the unit outline.

Johnston county’s intended outcomes for today’s session is…

To develop first drafts of unit outlines for American History I and American

History II.

Johnston county’s expectation of deliverables is…

A completed course syllabus for American History I and American History II

that includes an outline of units for each course and pacing.

Pre-Assessment Activity

The Shifts

Use of Revised Bloom’s Taxonomy

Organization around five broad

conceptual strands

Use of a Conceptual Framework

Revised Bloom’s Taxonomy (RBT)

Provides a framework that

aligns instruction and

assessment to the Essential

Standards

A system to classify

objectives

by cognitive type

by type of knowledge

The Shifts



conceptual strands


Focus on Concepts and Big Ideas

This is what, traditionally, we’ve been doing…teaching to the topics and facts ONLY but, not going beyond.

This is what the we have moved to with the conceptual shift…beginning with the concepts and teaching to the generalizations (big ideas) by using the topics and facts as examples.

The Brain Does Not Automatically See

The Big Picture (Concepts)

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1. Students need to be able to understand the language of the various social studies disciplines.

2. Concepts provide the language to help understand the disciplines of social studies.

• The “big ideas” of social studies are statements of relationship based on the concepts of a discipline.

• We get these “big ideas” of social studies by putting together at least two concepts to form a relationship statement.

The Language Of Social Studies Disciplines

Generalization/Big Idea: As people move to meet their basic needs,

governments may develop laws to maintain national identity.

Provide

The

Context }

Provide

The

Language

The Shifts



conceptual strands


The Five Conceptual Strands

Let’s Observe A Classroom

Guiding Questions

1. Can you connect

anything you learned

about the shifts to what

you observed in the

video clip?

2. Thinking about the

shifts we just went over

how does this teaching

differ from the

conceptual shift of NC

Social Studies?

Essential Standards

Crosswalks

Unpacking

Documents

Key Terminology

Online Modules

Graphic Organizers

SS Updates &

Webinars

SS Wiki Site

SI 2011 Resources

UN

DER

STA

ND

ING

TH

E ST

AN

DA

RD

S

Concept-Based

Lesson Planning

Online Resources

Classroom

Assessment

Samples

Data Literacy

SI 2013 Resources

Unit Development

Planning & Design

Aligning Classroom

Assessments

Disciplinary Literacy

SI 2012 Resources

DEV

ELO

PIN

G L

OC

AL

CU

RR

ICU

LA

IMP

RO

VIN

G I

NST

RU

CTI

ON

AL

PR

AC

TIC

E

Phase I Phase II Phase III

If you had to

prioritize the

essential

standards for

AMH1 or AMH2

how would you

prioritize?

Activity

Using the

standards for

AMH1 let’s do a

little activity.

Activity: If you had to prioritize the essential standards

for AMH1 how would you prioritize?

American History I: The Founding Principles

AH1.H.1 Apply the four interconnected dimensions of historical thinking to the United States History Essential Standards in order to understand the creation and development of the United States over time.

AH1.H.5 Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States.

AH1.H.2 Analyze key political, economic and social turning points in United States History using historical thinking.

AH1.H.6 Understand how and why the role of the United States in the world has changed over time.

AH1.H.3 Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time.

AH1.H.7 Understand the impact of war on American politics, economics, society and culture.

AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States.

AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Concepts are…

Timeless

Universal

Transferable

Abstract and broad

(to various degrees)

Examples share

common attributes

Represented by 1-2

words

18

The Conceptual Lens: Think

About It…

Given the example topic the “American Civil War”

Can you… ?

Teach about everything there ever was to teach

about the American Civil War in the amount of time

you have to teach?

Teach everything that you want to teach about the

American Civil War in the amount of time you have to

teach?

NO

NO

DECIDING ON A CONCEPTUAL LENS

The “Conceptual Lens” (Is USUALLY A Macro-Concept)

Supports the unit title

Narrows the scope of the unit

Provides direction for thinking

Macro Concepts

Macro concepts are interdisciplinary! (Are transferable across multiple disciplines.)

Laws - - Patterns - - Change - - Conflict

Macro concepts reach across.

Micro Concepts

Micro concepts are intradisciplinary! (Discipline specific. Would not be applicable outside of a particular discipline. )

Rule of Law

Settlement Patterns

Human Geography

Taxation

Micro

concepts

drill

down.

The US Civil War

Unit Unit Title

NCSCOS

Clarifying

Objectives

Conceptual Lens

1

2

3

4

5

6

7

8

1 Don’t Tread On Me:

Colonization and

Revolution

AH.H.1.1-1.4 AH1.H.3.1 AH1.H.3.4 AH1.H.6.2 AH1.H.7.2

(Still working to determine other needed clarifying objectives.)

freedom self government

2 Birth of a Nation: Articles

through Madison

AH1.H.1.1-1.4 AH1.H.2.1-2.2 AH1.H.6.1 AH1.H.7.1 AH1.H.8.1


leadership power

3 A National Identity:

Monroe, Jackson, and

Manifest Destiny

AH1.H.1.1-1.4 AH1.H.3.2-3.3 AH1.H.4.3 AH1.H.5.2 AH1.H.8.2


national identity growth

4 America in Turmoil: A

Divided Nation: Causes,

Civil War, and

Reconstruction

AH1.H.1.1-1.4 AH1.H.4.2 AH1.H.5.1 AH1.H.7.3


conflict sectionalism

5 The West AH1.H.1.1-1.4 AH1.H.4.1 AH1.H.4.4 AH1.H8.3 AH1.H.8.4


cultural conflict development

Unit # Unit Title ALL Clarifying Objectives

Covered

Conceptual Lens

Unit 1 Harvesting Hope for the Nation...

and the World

The Gilded Age, Populism,

and American Imperialism

USH.H.3, USH.H.2,

(Still working to determine other

needed clarifying objectives.)

Migration and

Urbanization

Unit 2 Pop Pop Fiz Fiz!

The US On and Off the World Stage

World War One and the Roaring Twenties

H. 6.1, H.6.2, H.7.1, H.7.2,

H.7.3, H.8.2, H.8.3, H.8.4,

(Still working to determine other


Globalization

Unit 3 Changing Tides The Great Depression and

World War Two

(Still working to determine


Leadership

Unit 4 Super America and the Kryptonite within.

The Cold War, Civil Rights Unit, and Becoming a

Consumer Nation



Power and Change

Unit 5 “Who’s The Man?” A Crisis of Authority

Counter Cultures of the 1960’s & 1970’s, Vietnam War, and

The Political Washing Machine



Leadership and

Management

Unit 6 The Story of US and Beyond

“There’s an APP for that”

A New Day with Reagan, PCA, and 9/11



Globalization and

Technology

Reviewing Your Work

Take a look at the

work done with

developing units

this past Tuesday.

• Based on what we

just discussed about

unit outlines review

to see where there

is room for

adjustment and improvement.

Johnston County

Working Session Assess the Unit

Plan Template

Google Doc by …

Going to the Unit

Planning wikipage

located at this URL http://ssnces.ncdpi.wik

ispaces.net/Unit+Plan

ning+and+Design

Once there go to the

bottom of the page and click on Building Capacity: Collaborative Efforts

http://ssnces.ncdpi.wikispaces.net/Unit+Planning+and+Design





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