Unpacking StandardsUnpacking Standards

What does it all mean?What does it all mean?

Explain what students would Explain what students would need to know and be able to need to know and be able to

do to demonstrate mastery of do to demonstrate mastery of the standard below.the standard below.

SS 4.9 Understands the concepts of equality, justice, liberty and privacy.

Ideas For Unpacking StandardsIdeas For Unpacking Standards

1.1. Benchmarking State and National Standards.Benchmarking State and National Standards.

2.2. Dissecting a Standard.Dissecting a Standard.

3.3. Questions as Outcomes.Questions as Outcomes.

4.4. Determining What Proficiency Looks Like.Determining What Proficiency Looks Like.

Balanced Instructional ModelBalanced Instructional Model

Direct InstructionDirect Instruction

Application (performance task, simulation, and real-life)Application (performance task, simulation, and real-life)

Benchmarking State and National Benchmarking State and National StandardsStandards

SCIENCESCIENCEhttp://www.nap.edu/books/0309053269/.htmlhttp://www.nap.edu/books/0309053269/.htmlwww.project2061.org/default_flash.htmwww.project2061.org/default_flash.htm

SOCIAL STUDIESSOCIAL STUDIESCivics Civics http://www.civiced.org/stds.htmlhttp://www.civiced.org/stds.htmlEconomics Economics http://www.ncee.net/ea/program.php?pid=19http://www.ncee.net/ea/program.php?pid=19 Geography Geography http://www.nationalgeographic.com/xpeditions/standards/matrix.htmlhttp://www.nationalgeographic.com/xpeditions/standards/matrix.html Social Studies Standards Social Studies Standards http://www.ncss.org/standards/http://www.ncss.org/standards/ - Can't be viewed online but you can - Can't be viewed online but you can order a book here.order a book here.US History and World History standard links US History and World History standard links http://w3.iac.net/~pfilio/hstst.htmhttp://w3.iac.net/~pfilio/hstst.htm National History StandardsNational History Standards http://www.sscnet.ucla.edu/nchs/standards http://www.sscnet.ucla.edu/nchs/standards

MATHEMATICSMATHEMATICShttp://standards.nctm.org/http://standards.nctm.org/

READING AND WRITINGREADING AND WRITINGhttp://www.ncte.org/standards/standards.shtmlhttp://www.ncte.org/standards/standards.shtml

TEXTBOOKSTEXTBOOKS

Benchmarking State and National Benchmarking State and National StandardsStandards

SS 5.18 Compares and contrasts Native American and European cultural, economic, and political systems.

Standard 1DThe student understands the differences and similarities among Africans, Europeans, and Native

Americans who converged in the western hemisphere after 1492. Grade Level 5-12Therefore, the student is able to5-12 Compare political systems, including concepts of political authority, civic values, and the

organization and practice of government. [Compare and contrast different political systems] 

5-12 Compare social organizations, including population levels, urbanization, family structure, and modes of communication. [Compare and contrast different social organizations] 

5-12 Compare economic systems, including systems of labor, trade, concepts of property, and exploitation of natural resources. [Compare and contrast different economic institutions] 

5-12 Compare dominant ideas and values including religious belief and practice, gender roles, and attitudes toward nature. [Compare and contrast the influence of ideas] 

Benchmarking State and National Benchmarking State and National StandardsStandards

SS 5.18 Compares and contrasts Native American and European cultural, economic, and political systems.

Standard 1DThe student understands the differences and similarities among Africans, Europeans, and Native

Americans who converged in the western hemisphere after 1492. Grade Level 5-12Therefore, the student is able to5-12 Compare political systems, including concepts of political authority, civic values, and

the organization and practice of government. [Compare and contrast different political systems] 

5-12 Compare social organizations, including population levels, urbanization, family structure, and modes of communication. [Compare and contrast different social organizations] 

5-12 Compare economic systems, including systems of labor, trade, concepts of property, and exploitation of natural resources. [Compare and contrast different economic institutions] 

5-12 Compare dominant ideas and values including religious belief and practice, gender roles, and attitudes toward nature. [Compare and contrast the influence of ideas] 

Determining the Rigor or Depth of a Determining the Rigor or Depth of a StandardStandard

SS 5.18 Compares and contrasts Native American and European cultural, economic, and political systems.

Standard 1DThe student understands the differences and similarities among Africans, Europeans, and Native

Americans who converged in the western hemisphere after 1492. Grade Level 5-12Therefore, the student is able to5-12 Compare political systems, including concepts of political authority, civic values, and the

organization and practice of government. [Compare and contrast different political systems] 

5-12 Compare social organizations, including population levels, urbanization, family structure, and modes of communication. [Compare and contrast different social organizations] 

5-12 Compare economic systems, including systems of labor, trade, concepts of property, and exploitation of natural resources. [Compare and contrast different economic institutions] 

5-12 Compare dominant ideas and values including religious belief and practice, gender roles, and attitudes toward nature. [Compare and contrast the influence of ideas] 

Benchmarking State and National Benchmarking State and National StandardsStandards

SS 5.18 Compares and contrasts Native American and European cultural, economic, and political systems.

Standard 1DThe student understands the differences and similarities among Africans, Europeans, and Native

Americans who converged in the western hemisphere after 1492. Grade Level 5-12Therefore, the student is able to5-12 Compare political systems, including concepts of political authority, civic values, and the

organization and practice of government. [Compare and contrast different political systems] 

5-12 Compare social organizations, including population levels, urbanization, family structure, and modes of communication. [Compare and contrast different social organizations] 

5-12 Compare economic systems, including systems of labor, trade, concepts of property, and exploitation of natural resources. [Compare and contrast different economic institutions] 

5-12 Compare dominant ideas and values including religious belief and practice, gender roles, and attitudes toward nature. [Compare and contrast the influence of ideas] 

Benchmarking TextbooksBenchmarking TextbooksSS 5.17 SS 5.17 Understands the impact of European exploration on Native African and Native American peoples.Understands the impact of European exploration on Native African and Native American peoples.

Silver-Burdett Our Country 1993

Chapter 3: The First Americans Learning About the First Americans The Indians of North America The Indians of Middle and South America

Chapter 4: Europeans Come to America Viking Explores The Lure of Asia Christopher Columbus Makes a Great Voyage

Chapter 5: Spanish Exploration and Conquest Spain Takes the Lead Pizarro and the Incas

Chapter 6: European Settlements in North America England Turns to the New World The Pilgrims in Plymouth Colony

Balanced Instructional ModelBalanced Instructional Model

Direct InstructionDirect Instruction

illicit prior knowledge illicit prior knowledge introduce concepts ,definitions, datesintroduce concepts ,definitions, dates introduce important historical figuresintroduce important historical figures

Application (performance task, simulation, and real-life)Application (performance task, simulation, and real-life)

Dissecting a StandardDissecting a Standard

Define what the standard is Define what the standard is actually actually asking the asking the students to know or accomplish.students to know or accomplish.

Students may rewrite the standard based on their Students may rewrite the standard based on their definitions.definitions.

Work with students to define the depth and rigor of Work with students to define the depth and rigor of the standard.the standard.

Brainstorm activities or thematic units with students Brainstorm activities or thematic units with students based on the definition and rigor of the standard.based on the definition and rigor of the standard.

SC 4.2SC 4.2 Formulates multiple hypothesis based on Formulates multiple hypothesis based on investigations and questionsinvestigations and questionsformulatesformulates- - prepare, plan, make, createprepare, plan, make, create

multiplemultiple- many, several, a lot

hypothesis- guess, theory

investigations- studies, research

SC 4.2

Makes several guesses about a topic or idea based on research and ask questions to learn more about it.

Combining Process & ContentCombining Process & Content

Combine a Combine a process standardprocess standard (unpacked (unpacked using the dissecting method) with a using the dissecting method) with a content standardcontent standard (unpacked using (unpacked using benchmarking method) to help organize benchmarking method) to help organize your activities in the Balanced Instructional your activities in the Balanced Instructional Model. Model.

SC 3/4.9SC 3/4.9 Structure of the earth system Structure of the earth system

National Science Education StandardNational Science Education Standard Land forms are the result of a combination of constructive and destructive

forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion.

Some changes in the solid earth can be described as the "rock cycle." Old rocks at the earth's surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues.

Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground.

Balanced Instructional ModelBalanced Instructional Model

Direct InstructionDirect Instruction

Application (performance task, simulation, and real-life)Application (performance task, simulation, and real-life)

Using Questions with StandardsUsing Questions with Standards

Ask questions to determine what the students should Ask questions to determine what the students should know and be able to do in the mastery of a standard.know and be able to do in the mastery of a standard.

Ask questions to establish relevancy for learning.Ask questions to establish relevancy for learning.

Use questions to determine the outcomes of the activity, Use questions to determine the outcomes of the activity, performance task, or thematic unit.performance task, or thematic unit.

Use questions to help students understand the standard.Use questions to help students understand the standard.

Use questions to create rubrics or scoring guides.Use questions to create rubrics or scoring guides.

Task (General)Task (General)

Students will work in groups to design a campaign for Students will work in groups to design a campaign for an individual running for the mayor of their village, an individual running for the mayor of their village, governor of Alaska, or President of the United States. governor of Alaska, or President of the United States. They will either make a campaign for an existing They will either make a campaign for an existing official or invent a fictitious official to run against the official or invent a fictitious official to run against the current official. They will identify their party current official. They will identify their party affiliation, include present day issues and identify affiliation, include present day issues and identify party-line stances on such issues, and also identify party-line stances on such issues, and also identify what effects their successful election or re-election what effects their successful election or re-election may have on the community, state, or nation. may have on the community, state, or nation.

QuestioningQuestioningSS 3.10SS 3.10

Recognizes leadership positions in the city, state, Recognizes leadership positions in the city, state, and nation (mayor/chief, governor, president)and nation (mayor/chief, governor, president)

SS 4.6SS 4.6

Notes cause and effect relationshipsNotes cause and effect relationships

SS 4.8SS 4.8

Recognizes and understands an increasing Recognizes and understands an increasing number of social science termsnumber of social science terms

SS 3.10SS 3.10 Recognizes leadership positions in the city, state, Recognizes leadership positions in the city, state, and nation (mayor/chief, governor, president)and nation (mayor/chief, governor, president) Can the students describe the three most important Can the students describe the three most important

responsibilities of the mayor, governor, and president?responsibilities of the mayor, governor, and president? Can the students identify the person who is currently acting as Can the students identify the person who is currently acting as

mayor, governor, and president?mayor, governor, and president? Can the students describe how a person is chosen to be mayor, Can the students describe how a person is chosen to be mayor,

governor, and president?governor, and president? Do the students know how long a person can be mayor, Do the students know how long a person can be mayor,

governor, and president?governor, and president?

SS 4.6SS 4.6 Notes cause and effect relationshipsNotes cause and effect relationships

Do students know how people participate in government?Do students know how people participate in government? Do students know why it is important to participate in Do students know why it is important to participate in

government?government? Do students know why people vote for candidates?Do students know why people vote for candidates? Do students know how someone wins an election?Do students know how someone wins an election? How are laws, taxes, and/or civil rights impacted by election How are laws, taxes, and/or civil rights impacted by election

results?results? Do students know how their personal lives/right have been Do students know how their personal lives/right have been

effected by recent elections?effected by recent elections?

SS 4.8SS 4.8 Recognizes and understands an increasing Recognizes and understands an increasing number of social science termsnumber of social science terms

powerpower authorityauthority branchbranch executiveexecutive presidentpresident governorgovernor mayormayor

votevote electionelection participateparticipate platformplatform campaigncampaign

Balanced Instructional ModelBalanced Instructional Model

Direct InstructionDirect Instruction

Application (performance task, simulation, and real-life)Application (performance task, simulation, and real-life)

Determining what Proficiency Determining what Proficiency Looks LikeLooks Like

LevelLevel SummarySummary KeywordsKeywords Identify standardsIdentify standards Task description (general)Task description (general) Tasks (specific)Tasks (specific) Tasks Assessment (effective scoring guides) pg. 179Tasks Assessment (effective scoring guides) pg. 179 Make a scoring guideMake a scoring guide

Task (General)Task (General)

Students will work in groups to design a campaign for Students will work in groups to design a campaign for an individual running for the mayor of their village, an individual running for the mayor of their village, governor of Alaska, or President of the United States. governor of Alaska, or President of the United States. They will either make a campaign for an existing They will either make a campaign for an existing official or invent a fictitious official to run against the official or invent a fictitious official to run against the current official. They will identify their party current official. They will identify their party affiliation, include present day issues and identify affiliation, include present day issues and identify party-line stances on such issues, and also identify party-line stances on such issues, and also identify what effects their successful election or re-election what effects their successful election or re-election may have on the community, state, or nation. may have on the community, state, or nation.

Task #1 Task #1 (specific)(specific)

SS 5.11SS 5.11 Identifies the role of political parties and Identifies the role of political parties and campaigns in elections. campaigns in elections.

SS 5.8SS 5.8 Keeps informed on issues that affect Keeps informed on issues that affect society.society.

Task (General)Task (General)

Students will work in groups to design a campaign for Students will work in groups to design a campaign for an individual running for the mayor of their village, an individual running for the mayor of their village, governor of Alaska, or President of the United States. governor of Alaska, or President of the United States. They will either make a campaign for an existing They will either make a campaign for an existing official or invent a fictitious official to run against the official or invent a fictitious official to run against the current official. They will identify their party current official. They will identify their party affiliation, include present day issues and identify affiliation, include present day issues and identify party-line stances on such issues, and also identify party-line stances on such issues, and also identify what effects their successful election or re-election what effects their successful election or re-election may have on the community, state, or nation. may have on the community, state, or nation.

Task (General)Task (General)

Students will work in groups to design a campaign for Students will work in groups to design a campaign for an individual running for the mayor of their village, an individual running for the mayor of their village, governor of Alaska, or President of the United States. governor of Alaska, or President of the United States. They will either make a campaign for an existing They will either make a campaign for an existing official or invent a fictitious official to run against the official or invent a fictitious official to run against the current official. They will identify their party current official. They will identify their party affiliationaffiliation, include present day issues and identify , include present day issues and identify party-line stances on such issues, and also identify party-line stances on such issues, and also identify what effects their successful election or re-election what effects their successful election or re-election may have on the community, state, or nation. may have on the community, state, or nation.

Task (General)Task (General)

Students will work in groups to design a campaign for Students will work in groups to design a campaign for an individual running for the mayor of their village, an individual running for the mayor of their village, governor of Alaska, or President of the United States. governor of Alaska, or President of the United States. They will either make a campaign for an existing They will either make a campaign for an existing official or invent a fictitious official to run against the official or invent a fictitious official to run against the current official. They will identify their party current official. They will identify their party affiliation, affiliation, include present day issues and identify include present day issues and identify party-line stances on such issues, and also identify party-line stances on such issues, and also identify what effects their successful election or re-election what effects their successful election or re-election may have on the community, state, or nationmay have on the community, state, or nation. .

Task #1 Task #1 (specific)(specific)

Students will choose an election party and find Students will choose an election party and find three current issues from either the local, state, three current issues from either the local, state, or national level. The students must or national level. The students must investigate their party-line stance and explain investigate their party-line stance and explain their position on each issue.their position on each issue.

SS 5.11SS 5.11 Identifies the role of political parties and Identifies the role of political parties and campaigns in elections.campaigns in elections.

SS 5.8SS 5.8 Keeps informed on issues that affect Keeps informed on issues that affect society.society.

Rubric Task #1Rubric Task #1StandardStandard

TargetTargetAdvancedAdvanced ProficientProficient DevelopingDeveloping EmergingEmerging

SS 5.11SS 5.11 Student can explain the Student can explain the opposing political view on opposing political view on each issue.each issue.

Student clearly identifies Student clearly identifies party affiliation. party affiliation. Identifies and Identifies and summarizes three summarizes three campaign issues from the campaign issues from the party-line stance. party-line stance.

Student clearly identifies Student clearly identifies party affiliation. party affiliation. Identifies three Identifies three campaign issues from the campaign issues from the party-line stance.party-line stance.

Student identifies party Student identifies party affiliation. affiliation. Identifies less than three Identifies less than three campaign issues from the campaign issues from the party-line stanceparty-line stance

SS 5.8SS 5.8 Student tracks a current Student tracks a current issue and archives sources issue and archives sources documenting current documenting current updates. updates. Student can explain how Student can explain how the position of the party is the position of the party is changing or staying the changing or staying the same.same.

Student identifies three Student identifies three current political issues. current political issues. Student cites the two Student cites the two sources for each issue. sources for each issue. Student clearly explains Student clearly explains the position of their party the position of their party affiliation on each issue.affiliation on each issue.

Student identifies three Student identifies three current political issues. current political issues. Student cites the one Student cites the one sources for each issue. sources for each issue. Student attempts to Student attempts to explain the position of explain the position of their party affiliation on their party affiliation on each issue.each issue.

Student identifies less Student identifies less than three current political than three current political issues. issues. Student cites some Student cites some sources for the issues. sources for the issues. Student is unable to Student is unable to explain the position of explain the position of their party affiliation on their party affiliation on each issue.each issue.

Balanced Instructional ModelBalanced Instructional Model

Direct InstructionDirect Instruction

Application (performance task, simulation, and real-life)Application (performance task, simulation, and real-life)

ActivityActivity Work independently or form small groups or partnerships Work independently or form small groups or partnerships

based on similar levels or content areas.based on similar levels or content areas. Choose a standard(s) that you are or may likely work Choose a standard(s) that you are or may likely work

with and unpack them using on of the processes with and unpack them using on of the processes described.described.

Use any recording method you’d like (performance task Use any recording method you’d like (performance task template, Balanced Instructional Model worksheet, your template, Balanced Instructional Model worksheet, your own template).own template).

Be prepared to share the following:Be prepared to share the following: The process usedThe process used The unpacked standardThe unpacked standard Parts of the Balanced Instructional ModelParts of the Balanced Instructional Model AssessmentAssessment