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Middle Grades Social Studies PLC
Transcript of Middle Grades Social Studies PLC
November 12, 2013
CCS Social Studies Website Resources
Concept Based Planning
NC DPI Updates
2 Constructed Response items will be on the 8th Grade Social Studies Final Exam only!
Test is "supposed" to be concept based
Test questions come from the unpacking documents
New updated unpacking documents will be coming out soon!!! However, the this years test is based on the current unpacking documents.
CCS Social Studies Website Resources:
Pacing Guides/ Unpacking Documents
DPI Social Studies Wiki
CCS Google Site
Concept Based Planning
What do you think will be the biggest obstacle for concept planning and instruction?
What ways can we help to spread a positive outlook on this material?
How can the Curriculum Department support teachers with this transition?
Unit Development Approach:
"The unit develop approach contextualizes state academic standards into the school district's core curriculum. This method shows teachers how to address the strands using their content, and clarifies the link between what students must know, understand, and be able to do" (p. 63).
"Secondary courses will have five to eight instructional units for a year. (If there are more than eight teachers will be forced skim, slide, and crash and burn throughout the year" (p. 64).
"In the unit design process, committee members will identify clearly what students must know factually, understand conceptually, an be able to do"(p. 64).
Concept Based Lesson Planning
Lesson plans tend to fall short of the conceptual understanding. (p. 86)
Quality lesson plans meet certain criteria;
coherent- There is a clear link between what student must know(factually), understand (conceptually), and be able to do (skillfully).
interesting- The lesson is motivating to students. They want to participate.
time-worthy-The lesson is worth the time spent.
standards aligned- The lesson support the deeper intent of academic standards (the often implied conceptual intent) as well as the factual and skill-based expectations.
differentiated- The lesson meets the learning needs of different kinds of learners to maximize successful learning.
How did changes brought about by industrialization affect the farming industry in
the late 1880s?
A They created a mass migration to rural areas of the south and west.
B They caused an increase in the number of farms and workers required.
C They provided new machinery for farm production, reducing labor
D They created an increase in land prices and a reduction in the land available
Popular sovereignty is the political principle that all political authority within a
society is derived from the will or consent of its people. Which idea is expressed in
the concept of popular sovereignty?
A The most popular candidates represent the people.
B The federal government has supreme authority over the states.
C The power of the government comes from its citizens.
D The educated are uniquely qualified to control the political system.
"When we can rise above the facts and see the patterns and connections between the facts and related concepts, principles, and generalizations- and when we can understand the deeper, transferable significance of knowledge- then we can say our thinking is integrated at a conceptual level" (p. 11).
"Generalizations are an integral component of the conceptual unit development process. Remember that generalizations are intended to tie two or more concepts together and serve as the focus of your unit. Your ultimate goal should be to have your students derive the generalizations naturally, based on the content and concepts that you have selected as the core of your instructional conceptual unit"(NCPDI Wiki).
"Concept-based teachers know how to adapt lower-level curriculum materials to teach for deeper understanding. For example, they may use a conceptual lens to invite students to bring their own thinking to the study at hand"( p. 10).
"This lens is the vehicle that sets up a synergy between the factual and conceptual processing centers in the brain. Students think deeply because they must process the facts in terms of their relationship to the ideas of the such as humanity or inhumanity"(p. 10).
"The teacher uses different types of questions to extend student thinking and deepen understanding:
Why was the Holocaust a significant event in world history?
What belieff did Hitler hold that drove his actions?
Why is Hitler's persecution of the Jewish people considered inhumane?
What examples of inhumanity can you cite from our world today?
What acts of humanity can you cite from our present-day world?
How are beliefs, values, and perspectives rela
ted to views of human
ity and inhumanity?
Provocative (Debate, or Essential) Questions:
Can one be inhumane and civilized at the same ti
me? (Explain your answer.)" (p. 10)
Concept-Based Curriculum and Instruction for the Thinking Classroom
by H. Lynn Erickson
Erickson, H. L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press.