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.

http://engage.intel.com/

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



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.


Teaching Standards



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.


Standards for Central Office Administrators

http://www.dpi.state.nc.us/docs/profdev/standards/

school-executives-standards/administrators.pdf

11


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

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


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


8/12/2011 • page 28


8/12/2011 • page 29


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).


Technology encompasses many different types of innovation.

Technology and innovation can lead to societal changes and economic growth.


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

A

C

T

F

A

C

T

F

A

C

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):



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 be able to:

8/12/2011 • page 57


Essential Standard:

CE.C&G.4 Understand how democracy depends upon the active participation of

citizens.

Concept(s):


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 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


Essential Standard:

8.C&G.2 Understand the role that citizen participation plays in societal change.

Concept(s):



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).


• 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


Essential Standard:

CE.C&G.4 Understand how democracy depends upon the active participation of citizens.

Concept(s):


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.).


• 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.


• 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

http://www.jigsawplanet.com/?rc=play&pid=0e9011bef5ce

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


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

8/12/2011 • page 73

8/12/2011 • page 74

Social Studies Consultants:

Interim Section Chief

K-12 Social Studies & Middle Grades

Fay Gore

[email protected]

Elementary

Jolene Ethridge

[email protected]

High School

Michelle McLaughlin

[email protected]

Educator Recruitment and

Development:

Regional Professional Development Leads

Frances Harris-Burke (Region 5)

frances.harrisburke.dpi.nc.gov

Gregory McKnight (Region 3)

[email protected]

Instructional Technology:

Instructional Technology Consultant

Gail Holmes (Region 5)

[email protected]

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.