November 8, 2007 4:28 p.m. 7 pounds, 5 oz. 20 inches Owen Zachary Mong
Getting Acquainted Marlo Mong Social Studies Program Specialist 1754 Twin Towers East Atlanta, Georgia 30334 Office phone: 404-463-5024 Email: email@example.com
Group Norms and Housekeeping Group Norms: • Ask questions • Remember, there are no dumb questions! • Work toward solutions • Take ownership in the redelivery. These are guidelines to help you prepare classroom teachers. Housekeeping: • Parking Lot • Questions & Concerns • Needs • Breaks & Lunch • Restrooms • Phone calls • Please restrict to emergencies
Professional Learning Units (PLUs) • Local systems award PLUs • MUST bring form to sign FROM SYSTEM • DOE does not provide PLU forms • Trainer will ONLY sign forms at end of day • If you need to leave early for any reason, trainer will only sign for time you were actually in training • CANNOT sign forms retroactively • All information was in training letter that went to systems on June 13th, 2007.
Today’s Agenda • Redelivery & Online Training updates • Content Area Seminar • Revisiting Conceptual Theory • Using Enduring Understandings & Essential Questions
Small Group Discussion:Redelivery process? • At your table, discuss the redelivery process for your school system. Include these points in your discussion. • Success stories? • Troubleshooting? • Pick one person to share. Each small group will report to the whole the following: • Positive aspects • Major concerns/issues
Online Training Update • Day 1 up and running • Access through www.georgiastandards.org • Comments from those who have used it • Day 2 in development • Anticipate active in early 2008 • Same format as Day 1 • Access through georgiastandards.org
Content Knowledge SeminarEconomics in 3-5 Chris Cannon Teacher on Assignment
Econ Reference Sheet • Intended as a refresher/overview • NOT “all-encompassing” • No influence on CRCT • When in doubt, ask
What’s there? • 3rd Grade • Productive resources, role of Government, trade, personal economic decisions • 4th Grade • Various concepts linked to history standards • Personal budget and personal decisions • 5th Grade • Same concepts in 4th grade • 3 sectors of economy • Consumer/business interaction • Personal budget and personal decisions
What’s the big idea? • Want to introduce students to the themes, concepts, and ideas that recur in econ • 4th and 5th use the same concepts in the 1st econ standard • Economics is a true ladder, particularly in personal finance • Focus on getting students to understand the concepts first, then can apply
What’s the big idea? • Scarcity/Opportunity Cost • Incentives • Gain from Trade • Interdependency • Government Interaction • Consequences of Decisions
BUT Chris, that’s too much for elementary kids! How are we supposed to teach all that? with Play-Doh!
What can I do with it? • Using the Play-doh activity as a base and your standards, identify how this activity could help you teach various aspects of your standards. • Discuss with small group and prepare to share with the large group.
Content knowledge seminar American Government in 3-5 Dr. Bill Cranshaw Program Manager
What drives our government? • Beliefs and Ideals • The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. • Time, change, and continuity • The student will understand that while change occurs over time, there is continuity to the basic structure of that society.
Beliefs and Ideals and Government • What beliefs and ideals do we have about our government? • Where do these beliefs and ideals originate? • Why do we believe these ideals?
Beliefs and Ideals • Government of the people • “We the people…ordain and establish…” • Government derives it authority from the people • Government by the people • Right to vote not denied • Popular sovereignty • Government for the people • “promote the general welfare, secure the blessings of liberty” • Government exists for to serve the people
Beliefs and Ideals: From Where? • Things from the past influence us (Time, change, and continuity (SS3H1) • Olympics (SS3H1a) • Buildings (see pictures) (SS3H1a) • Government (Beliefs and Ideals) • Athenian government • Democracy • Direct (Athenian) • Representative (U.S.) • Popular sovereignty (citizens decide) • Power resides with citizenry
The Goal • Things in our government come from many sources. One is Ancient Athens’ ideas on government. • There are many other places we got ideas, but for this grade we only want to begin to get the idea across that we use things from the past. • Ladder curriculum, begin idea that we use things from the past. • As we move to upper grades learn about other places we got ideas on government.
Conflict and Change and Government • Conflict and Change • The student will understand that when there is conflict between or within societies, change is the result. • What is conflict? • Why does conflict produce change? • What is change? • Examples of conflict and change in the U.S. • American Revolution • Civil Rights
Conflict and Change and The Constitution • Early Structure (Colonial) • Individual colonies direct relations with England • Separate entities, no real unity • American Revolution • Need to work united • Concerned about individual sovereignty • Articles of Confederation • Weak central government • No executive • Each state 1 vote in legislature • States held supreme power • Did not work
Conflict and Change and The Constitution • Continental Congress (Constitutional Convention) • Issues • Power • Rights of states • Rights of individuals • Slavery • What were the conflicts? • How were they resolved?
Conflict and Change and The Constitution • Power • Separation of powers • Checks and balances • States Rights • Bicameral legislature • Representation by population • Representation same for all • The Great Compromise • Enumerated Powers
Conflict and Change and The Constitution • Slavery • Did not mention • Slave trade prohibition delayed 20 years • 3/5 compromise • Individual Rights • Federalist vs anti-federalists • Bill of Rights • Changing times and ideas • Amendments • Prohibition
Would you rather your students… • Be able to list all European explorers and where they first made contact with the Native Americans • Be able to list all of the changes made in writing the Constitution or • Be able to discuss the impact movement and migration have using example from European exploration in the 16th century? • Be able to explain the role of conflict and change throughout history using examples from the Constitutional Convention?
Three principles of Conceptual Teaching • Principle #1: Existing understandings & knowledge foundation for new learning. • Principle #2: Essential role of factual knowledge and conceptual frameworks in understanding. • Principle #3: The importance of self-monitoring.
How is conceptual teaching different? • Topic Based • Facts and activities center around specific topic . • Objectives drive instruction. • Focus learning and thinking about specific facts. • Instructional activities use a variety of discrete skills. • Standards Based • Use of facts and activities are focused by enduring understandings. • Essential questions, drawn from enduring understandings, drive instruction. • Facts are learned to understand transferable concepts and ideas. • Instructional activities call on complex performances using a variety of skills.
Purpose of EUs • In order to teach conceptually, you must use Enduring Understandings because... • Each unit teaches 2-3 concepts at a time • Creates scaffolding to organize facts • Uses broad statements that apply to many situations • Relates facts to what students already know • How do we teach conceptually using Enduring Understandings? • Introduce the Enduring Understandings at the beginning of the year using real world experiences. • Unit 1 is the key! Watch this video… EU’s are the vehicle by which we do conceptual teaching
Enduring Understandings • Conceptual understandings drawn from and supported by critical content (Erickson, 71) • Provides language to link themes and concepts to standards, knowledge and skills. • Basis of conceptual teaching • Provide scaffolding • Standards provide specificity to concepts • Written in sentence form in the present tense • This is essence of what students should take from the unit.
Enduring Understandings • Deeper, transferable ideas that arise from fact-based studies • Statements of conceptual relationships • Transfer across time and across cultures • Exemplified through the fact base • Transcend singular examples • Characteristics • Broad and abstract • Generally timeless • Universal • Examples vary, but support truth of EU H. Lynn Erickson. (2002). Concept Based Curriculum and Instruction, p. 83.
Pick the Enduring Understandings… • European exploration produced a change in the new world. • Conflict causes change. • Ethnic groups in the United States have developed social organizations. • People move to meet needs and wants. • Migration of cultures creates changes in beliefs and ideals.
Kid Friendly Examples • 6-12 Movement/Migration: TSWUT the movement or migration of people and ideas affects all societies involved. • 3-5 Movement/Migration: TSWUT when people move to new places, changes occur for those who move and for those who already live there.
Writing Enduring Understanding • Develop “Kid Friendly” EU’s for these UCTs • Beliefs and Ideals • Conflict and Change • Distribution of Power • Individuals, Groups and Institutions • Use this checklist • Written as sentence using present tense • Used in multiple units • Applies to different grade levels/courses • References actual concepts/themes from the unit
What is an Essential Question? • H. Lynn Erickson • Specific, open-ended, thought provoking questions that probe the factual and conceptual levels of understanding (p.164) • Learning Focused Schools (Thompson) • Generally related to the specific learning objectives of a lesson • Can be answered by students with instruction
What is an Essential Question? • Wiggins and McTighe • Represent a big idea that has enduring value beyond the classroom • Reside at the heart of the discipline (doing the subject) • Offer potential for engaging students • GaDOE Social Studies folks • EQ’s get to the heart of enduring understanding • Help students relate the factual knowledge to the concepts in the unit • May or may not have a definitive answer • Goes beyond yes and no answers
Essential Questions The essential question can be developed in two different ways. It is important to develop both types in your unit course plan. • Broad, overarching. • Go to heart of discipline • Re-occur naturally in the discipline • May not have a right answer • Raise other important questions • Unit, content specific • Related to specific aspects of content • Frame specific set of lessons or unit • May be answered as result of lesson, • May not have a definitive answer
Examples of Broad & Specific EQs • EU: The student will understand that the movement or migration of people and ideas affect all societies involved. • Kid Friendly EU: The student will understand that when people move to new places, changes occur for those who move and for those who already live there. • Possible broad EQs • How does migration impact the lives of people new to the area? • How does migration of new people or ideas to an area affect those who already live there? • Possible specific EQs • How did European migration affect Native American life? • How did the Europeans’ lives change as a result of movement to the British Colonies?
Creating Essential Questions Activity #2 • Using the “kid friendly” Enduring Understandings you just developed, pick 1 EU and create 2 BROAD Essential Questions and 2 SPECIFIC Essential Questions. • Remember the difference between broad and specific EQs. • The EQ does not always have a single answer. • Remember to base your essential questions on your ENDURING UNDERSTANDING and related GPS content! • Write your Enduring Understanding & Essential Questions onto chart paper and post. • Pg. 16 in the Facilitator’s Guide
What’s next? • Begin redelivery of Day 2 to your school system. • Pick another different, but still “favorite,” SS unit to teach and a reading/ELA unit. • Think about the resources you use to teach your favorite units to share with others. We will do another “Give One~Get One” activity with resources. • See you at Days 3 & 4. Remember it will be two days in a row! • Thank you very much for being here today! • Any other questions or concerns?
Contact Information • Dr. Bill Cranshaw • Social Studies Program Manager • firstname.lastname@example.org • 404-651-7271 • Marlo Mong • Program Specialist (K-5 Focus) • email@example.com • 404-463-5024 • Sarah Brown • Teacher on Assignment (K-2 Focus) • firstname.lastname@example.org • 404-651-7859 • Chris Cannon • Teacher on Assignment (6-12 Focus) • email@example.com • 404-657-0313