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1. Good morning team... Welcome!

2. Writing High School Concept-Based Curriculum Units A Framework for Raising Achievement in Social Studies A project led by the High School Social Studies Section of the 6-12 Division of Curriculum & Instruction

3. What is a concept? concept concept concept “A mental construct that frames a set of examples sharing common attributes.” - H. Lynn Erickson

4. A Concept is: • Timeless • Universal • Abstract and Broad • Examples Share Common Attributes • Represented by 1-2 words

5. What is concept-based curriculum and instruction? Concept-Based Instruction is teaching using “big idea”frameworks which share common attributes that integrate thinking so students can see patterns and connections between facts and related ideas that transfer through time and across many situations. Lynn Erickson, Ed.D.

6. At the End of the Day…?

7. http://www.gamespot.com/users/bloody1f4knight/video_player?id=JSFnlDSs5bgMuTXfhttp://www.gamespot.com/users/bloody1f4knight/video_player?id=JSFnlDSs5bgMuTXf

8. Let’s use what we observed in the video to help make a practical connection. Too many social studies teachers and students have too many days where they feel like pulling their hair out therefore, what we are recommending with the implementation of CBI is a paradigm shift. • Conceptual teaching helps the student… • integrate new & previously learned information • make connections between facts • transfer learning for deeper understanding To Teaching Conceptually From Teaching Topically

9. Confederate Compromise of 1850 Nationalism Dred Scott Decision Election of 1860 Civil War Fugitive Slave Act North Sectionalism Fugitive Slave Act Raid on Harper's Ferry South Slavery Popular Sovereignty American Civil War Union Lincoln Douglas Debates Fugitive Slave Act Harriet Beecher Stowe

10. Macro and Micro Concepts Micro Concepts provide DEPTH of understanding (discipline specific) Macro Concepts provide BREADTH of understanding (interdisciplinary) Micro Concepts

11. Identifying Concepts • Macro B. Micro C. Topic Let's play with it a little.

12. Identifying Concepts • Macro B. Micro C. Topic Movement

13. Identifying Concepts • Macro B. Micro C. Topic Manifest Destiny

14. Identifying Concepts • Macro B. Micro C. Topic American Civil War

15. Identifying Concepts • Macro B. Micro C. Topic Civil War

16. Identifying Concepts • Macro B. Micro C. Topic Great Depression

17. Identifying Concepts • Macro B. Micro C. Topic Change

18. Identifying Concepts • Macro B. Micro C. Topic Progressivism

19. Identifying Concepts • Macro B. Micro C. Topic Supply and Demand

20. Identifying Concepts • Macro B. Micro C. Topic Economic Systems

21. Identifying Concepts • Macro B. Micro C. Topic Systems

22. Unit Design

23. Concept(s) Conceptual Lens Macro Concept(s) Micro Concept(s) Topic(s) Fact(s) Generalization(s) Enduring Understanding(s) Essential Question(s) Guiding Question(s) Unit Lesson Performance Task(s) Learning Experiences Critical Content Skills Becoming familiar with CBI terminology CBI Vocabulary

24. concept concept concept The Big Picture… Start with the big picture (big idea), the broad concepts, such as “change”, “system”, “conflict” or “movement”: But, then focus on the more specific facts and related ideas that connect and support such as “reconstruction,”“supply and demand,”“Civil War” or “trail of tears.”

25. What are the components ofconcept-based instruction? • Unit theme/title • Conceptual Lens (Broad integrating “big ideas”) • Concepts and subconcepts (macro/micro) • Generalizations (Enduring Understandings) • Guiding Questions (Essential Questions) • Critical Content • Skills • Culminating Performance Assessment Tasks (what students must know, understand and be able to do in the Unit) • Learning experiences (the activities and performances supported by the lesson plans that prepare students for success with the performance tasks)

26. 1. Students will know… (facts/terms/information) Factual knowledge, Memorized knowledge Critical factual knowledge for understanding the unit generalization(s). Critical factual knowledge for competency with the unit topics. Non-transferable—locked in time, place or situation 2. Students will understand… (lasting, transferable understanding) Transferable Generalizations/Enduring Understandings 3. Students will be able to do… (skills) Taken (often verbatim) from the State Skill Standards Transfer across applications Not tied to a specific topic (attaching a skill to a specific topic makes it an activity or a performance.) 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 The Three Non-Negotiable Unit Components Generalizations 26

27. 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

28. Steps involved in writing CBI units • Determine unit topic/focus (Current Unit-Past Unit-Next Unit) • Determine the “big picture”/conceptual lens for the entire experience • Decide on the objectives that you want to use and place them under the correct strand. (History, Geography, Government, Culture, Politics, Economics) • Objectives usually fit under several strands. • Decide on the Make a list of the concepts that fit under these areas of study (History, Geography, Government, Culture, Politics, Economics). • Determine the critical content. This can take the visual form of a unit map that provides a visual of the written unit overview. • Develop a written overview of the unit and/or Come up with generalizations • 8-12 generalizations per unit – maybe repeat definition – based on concepts/subconcepts you have outlined on you unit web • Develop guiding questions • Confirm the critical content • Identify the skills that should be used and reinforced • Come up with performance tasks for the students • Design rubrics that will assess how the student will be evaluated • Create learning experiences and lessons that will help students complete the performance tasks • List unit resources and teacher notes

29. Concept Unit Map:

30. Unit Plan Template

31. AC = Assessment Code: Q - Quizzes P - Prompts T - Tests O - Observations WS - Work Samples D - Dialogues SA - Student Self-Assessment Critical Content and Skills: Students will know… AC AC 1. the biological and cultural processes that shaped the earliest human communities. 2. the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution and the fact that knowledge of these societies is based on archaeological methods. 3. how early civilizations developed through interactions with their environment. 4. how the development of agriculture and trade changed the way ancient peoples lived. 5. that the earliest peoples banded together to provide for their basic needs, and created the first civilizations. AC AC Key skills... 1. Read and translate maps into appro- priate graphics to display geographic information. 2. Examine and draw conclusions from artifacts. 3. Answer geographic questions regarding major physical and human characteristics. 4. Compare geographic information presented at different scales. 5. Hypothesize about the influences of the past on present culture.

32. Task Planner Step 1: What: Investigate prehistoric cultures Why: in order to understand that innovations and technology cause cultures to progress. How: (Engaging Scenario-Performance) You are an archaeologist preparing a presentation on the development of prehistoric cultures for an archaeology class. Chart the information you research on a map and create a colorful and appealing graphic organizer to display the development of prehistoric cultures. Present your information to the class stressing the innovations and technologies that caused the prehistoric societies to progress.

33. Scoring Guide: (Rubric) Teacher Assess. Possible Pts. or % Task: Self-Assess. Presentation on the Development of Prehistoric Cultures Scoring Criteria Content: Thorough presentation of developing prehistoric cultures: * Includes at least 3 innovations that led to cultural change * Accurate representation of the development of prehistoric cultures. Accurate depiction of information related to developing cultures on map. Effective use of map symbols or icons. Process: Evidence of thorough research on prehistoric cultures. - at least 3sources of information Colorful and appealing presentation of data on graphic organizer. S tandard Scoring Key A = B = C = I = 100

34. Suggested Learning Experiences Correlations Essen. Unders. Know Key Skill • 2. • 3. Guide students to complete a KWL chart for the unit (Know/Want to Know/Learned). Encourage students to brainstorm what they “Want to Know” after presenting a brief and engaging summary of the ancient period. Locate prehistoric communities on maps of different scale and identify the geographical features that they had in common. Present archaeological evidence and theories related to ancient sea travel and trade between prehistoric communities. Create a fictional journal on an ancient trader making the sea journey from Harrapa to Upper Egypt, or the land trek across the Asian Steppes to Mesopotamia. Encourage students to generate their own theories about trade and interaction between ancient cultures using available archeological and geographical evidence. 1,3,6 2 3 5,7 1,3,4,5 1,2,3,4 Construct a graphic organizer identifying factors leading to change from hunter/ gatherer to agricultural societies. 4 4,5 1

35. Unit Resources Teacher Notes Cradle of civilization Series. (1997). Millbrook Press. Dickinson, P. (1995). A bone from dry sea. Laurel Leaf. (Fiction) Journey into civilization Series. (1994). Chelsea House. Lindsay, W. (1994). Eyewitness: Prehistoric Life. Knopf pub. McCord, A. (1995). Eyewitness visual dictionary: Prehistoric life. Dorling Kindersley.

36. Let’s look at identifying and pulling out concepts. Tools we need to begin? SCOS

37. Identifying Concepts

38. Charting the Process of Identifying Concepts

39. Now let’s look at coming up with generalizations. Resources War

40. GENERALIZATION=Enduring Understanding Two or more concepts in a relationship... Concept Concept • CONCEPTUAL IDEAS THAT TRANSFER • DEVELOP “DEEP UNDERSTANDING’

41. Generalizations* Full sentence statements, describing what, specifically, students should understand about the critical concepts in the lesson • Generalization Guidelines: • No proper or personal nouns or pronouns • Use a present tense verb • Show a relationship between at least two concepts • Transferable idea that is supported by the factual content • Uses a qualifier (often, can, may) * Referred to as “Enduring Understandings” in Understanding by Design (Wiggins and McTighe)

42. Sample GeneralizationsSocial Studies • Culture exhibits both change and continuity through time. • Social, economic and political systems structure a society. • Changesin lawsand rules reflect changes in power relationships.

43. Sample GeneralizationsSocial Studies Culture exhibits both change and continuity through time. Social, economic and political systems structure a society. Changes in laws and rules reflect changes in power relationships.

44. Sample GeneralizationsSocial Studies • Culture exhibits both change and continuity through time. • Social, economic and political systems structure a society. • Changes in lawsand rules reflect changes in power relationships.

45. Sample GeneralizationsSocial Studies • Culture exhibits both change and continuity through time. • Social, economic and political systems structure a society. • Changes in laws and rules reflect changes in power relationships.

46. Two or more concepts in a relationship... Resources War War decreases availability of resources.

47. Two or more concepts in a relationship... Economic Systems Government Government decisions influence a nation’s economy.

48. Two or more concepts in a relationship... Human Environment/ Interaction Movement Geographic conditions Geographic conditions may lead to movement of people, goods, and ideas and cultural diffusion.

49. Two or more concepts in a relationship… Environment Nationalism Nationalism may cause a change in physical and political boundaries.

50. Two or more concepts in a relationship... Culture Continuity Change Culture exhibits both change and continuity through time.