1 / 36

“The qualifications for self-government in society are not innate.

“The qualifications for self-government in society are not innate. They are the result of habit and long training.” Thomas Jefferson, 1824. The Persistent Issues in History Framework. What is different?. link. Civil Rights Unit: Separatist group presentation of argument:

oren
Download Presentation

“The qualifications for self-government in society are not innate.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. “The qualifications for self-government in society are not innate. They are the result of habit and long training.” Thomas Jefferson, 1824.

  2. The Persistent Issues in History Framework What is different? link Civil Rights Unit: Separatist group presentation of argument: “What should be done to promote greater social justice (1968)?”

  3. PIH Curriculum Design Principles Scaffolded Instruction Authenticity Multiple Intelligences Effective Collaboration

  4. PIH Curriculum Design Principles • Scaffolded Instruction • All students can perform at a higher level with • appropriate structure and support

  5. PIH Curriculum Design Principles • Scaffolded Instruction • Hard Scaffolds • Support planned in advance based on typical • difficulties • Built into structure of learning environment • or into available tools or resources • Soft Scaffolds • Spontaneous, timely support provided by the • teacher based upon learner responses

  6. PIH Curriculum Design Principles Authenticity: Work must seem worth the effort. "I don't enjoy history that much because you just, like, you listen to the teachers and they just lecture you, and you have no idea. Like, in math you're always doing all the problems and in science you're always doing labs and stuff. In history you just never interact with it or anything, and doing this [the PIH unit], you got to do it yourself and look at it.”

  7. PIH Curriculum Design Principles • Multiple Intelligences • Verbal-Linguistic • Logical-Mathematical • Visual-Spatial • Body-Kinesthetic • Musical-Rhythmic • Interpersonal • Intrapersonal

  8. PIH Curriculum Design Principles • Multiple Intelligences • Richness & Complexity of Tasks • Multiple activities • Multiple media • Multiple perspectives

  9. PIH Curriculum Design Principles • Collaboration • Effective groupwork design promotes: • Healthier classroom environments • More complex learning for all students • Task requires varied talents and group effort • Distributed intelligence

  10. PIH Curriculum Design Principles • Group Unit Overview

  11. Purposeful, Motivating Unit Design A Model for PIH Units A Central, Focusing Question An Introductory Grabber Deep, Rich Content Multiple Perspectives & Ways of Knowing Culminating Activity

  12. A Model for PIH Units A Central, Focusing Question An Introductory Grabber Deep, Rich Content Multiple Perspectives & Ways of Knowing Culminating Activity

  13. Unit Focus Container (Topic) or Backbone (Enduring Question) Culminating Activity Central Question Lesson Two Lesson Three Lesson Four Lesson One

  14. PIH Curriculum Organization:

  15. A Model for PIH Units A Central, Focusing Question An Introductory Grabber Deep, Rich Content Multiple Perspectives & Ways of Knowing Culminating Activity

  16. Plan Backwards From Central Question to Culminating Activity Central Question: What should be done (in 1968) to continue the struggle for a more just, equal society? Culminating Activity: Presentation to Committee on Civil Rights Progress

  17. Unit Focus Central Question Backbone Culminating Activity Central Question Lesson Two Lesson Three Lesson Four Lesson One

  18. A Model for PIH Units A Central, Focusing Question An Introductory Grabber Deep, Rich Content Multiple Perspectives & Ways of Knowing Culminating Activity

  19. Why does it matter? The “Grabber” • How can I demonstrate that this is connected to my students’ lives and concerns?

  20. Keeping it Real Introductory Grabber 1st day of a unit is the most important day Topic: Supreme Court Central Question: Should the power of the Supreme Court be limited?

  21. Introductory Grabber Central Question: Should the power of the Supreme Court be limited?

  22. Brainstorming Unit Content & Experiences • What do students need to successfully accomplish the culminating activity and address the central question?

  23. A Model for PIH Units A Central, Focusing Question An Introductory Grabber Deep, Rich Content Multiple Perspectives & Ways of Knowing Culminating Activity

  24. A Model for PIH Units • Authenticity:Beyond the Textbook • Rich material • Real people • Real-life tasks

  25. A Model for PIH Units • George Washington Unit Overview • CQ: When is the federal government justified in imposing its will on American citizens? • CA: Press Conference: Did actions taken by the Washington administration exceed its Constitutional powers?

  26. Dissecting A Simple Model Unit: • The American Revolution - p. 25 • Lesson 1: Introducing the Question • Lesson 2: Expert Group Hypothesizing • Lesson 3: Expert Group Hypothesis Testing • Lesson 4: Decision-making Groups • Debate on the CQ

  27. Dissecting A Simple Model Unit: • The American Revolution • Lesson 1: Introducing the Question • Grabber • Hypothesis Formation • Limit Investigation Categories • Preview Unit Activities

  28. Dissecting A Simple Model Unit: • The American Revolution • Lesson 2: Expert Group Hypothesizing • Groups subdivide the work • Pre-think questions to test hypotheses • Accountability for intermediate step • Teacher oversight & reinforcement

  29. Dissecting A Simple Model Unit: • The American Revolution • Lesson 3: Expert Group Hypothesis Testing • Individual accountability for one question • Group sharing of data • Synthesis task: Rate factors • Individual accountability for all group knowledge • Teacher probes & redirects as needed

  30. Dissecting A Simple Model Unit: • The American Revolution • Lesson 4: Decision-making Groups • Debate on the CQ • Jigsaw: New groups share information • Groups debate and answer the CQ • Groups report decisions to class • Teacher refocuses: Discussion & debate of differences • Individual accountability: Essay on CQ

  31. A Model for PIH Units • George Washington Unit Overview • CQ: When is the federal government justified in imposing its will on American citizens? • CA: Press Conference: Did actions taken by the Washington administration exceed its Constitutional powers?

  32. A Model for PIH Units: G. Washington Engaging Student Interest

  33. A Model for PIH Units: G. Washington Introducing The Central Question

  34. A Model for PIH Units: G. Washington Broadening The Issue

  35. A Model for PIH Units: G. Washington • Lesson 2: The National Bank Issue

  36. A Model for PIH Units: G. Washington • Lesson 2: The National Bank Issue • Competing Arguments • Multiple ways of knowing • Collaboration

More Related