I - DESIGN WITH THE END IN MIND

Objectives:

Module 1 constructs students' background knowledge for UbD and Social Studies Standards so that they can be successful as we begin to design curriculum in modules 2-4.

Create a clear understanding and definition about what it means to "understand."
Identify the process by which individuals construct understanding and ultimately reach the ability to transfer.
Unpack the Iowa Core Social Studies Standards and the National Curriculum and Standards for Social Studies.
"Mine" standards for concepts and meaning, and become familiar with the resources each set of standards provides for curriculum design (Rigor and Relevance Framework and examples in the NCSS text)

Essential Questions:

What does it mean to understand?
How do we teach for understanding?
What are Social Studies?

Suggested Sequence and Learning Activities:

Part I: Understanding Understanding

(approximately 5 hours)

Readings:

Suggested Activities:

Inventory students' experiences and perceptions about elementary Social Studies instruction and value to their lives today. Example Questions
Small Group Discussions of readings in relationship to first two EQs for the module
View and consider this video
Develop a common set of expectations for what we'd expect to see teachers and students doing in a classroom where understanding and transfer are the goal. Then view this 4th grade classroom video and discuss which of our expectations were evident and which were not.
Personal Understanding Activity

1. Partners share, discuss, revise. 2. Each presents to the class 3. Class identifies 3 levels in each
I use this graphic repeatedly throughout the course. Later, we compare a similar style graphic of Bloom's Taxonomy and eventually the Rigor and Relevance Framework.

Discussion and examples brainstorm regarding the "Six Facets of Understanding" (see chapter 4)

Consider this 1st grade class. Note student tasks and teacher tasks. Note construction of understanding (again, I use this graphic). Note which Facets of Understanding are evident.

Assessments:

Regular discussion board posts. Here are examples from my class.
Reflection on first two EQs

Part II: What are Social Studies?

(approximately 6 hours)

Readings:

NCSS Standards
Iowa Core Social Studies
Iowa Core 21st Century Skills
Chapter 3 UbD text

Suggested Activities:

I find it necessary to give a bit of background the development of standards. My students struggle to understand why there are so many versions, so I begin with some (brief) direct instruction about that. Most have had other methods courses by the time they reach me, so they use Iowa Core and Common Core interchangeably, so I find it necessary to clarify that.
Small group investigations:

1. What do we notice about the NCSS books structure (how are standards organized, what tools does the text offer teachers, how does the content compare/differ from what we remember our elementary social studies learning to be, etc.)

2. What do we notice about the Iowa Core structure? (Same investigation as with NCSS. I point out the Rigor and Relevance Framework in the printable version on the website. I also take this time to point out the Bloom's on the graphic to connect with prior knowledge. )

3. Compare and contrast the NCSS and the IC

*** We take a long time with this. From this work usually comes the understanding that both documents are targeting the same understandings and competencies. Also, it begins to address the relationship between the word "theme" and "concept" to prepare students to unpack the standards.

"Unpacking" the standards (see chapter 3 of UbD)

1. Define "Concept" together

2. "Mining" the standards for concepts ("I do... We do... You do...")

3. "Unpack" the standards as the text suggests to access the "big ideas"

***Again, we take quite some time with this in small group inquiry to really develop knowledge of the standards and the beginning ability to generalize. This seems to be where frustration can start to develop for my students since they've not really been asked to think conceptually before.

We also discuss what Transfer might look like for each standard at various developmental levels.

A few other resources you may find helpful

Structure of Knowledge.docx
Video teachers working with the NCSS Standards (Nice reinforcement but long. I assign it as outside of class work.)

Assessments:

Regular discussion board posts. Examples
Video Assignment.docx
What are SS Assessment.docx

**Additional Assignment - We do this over the middle section of the semester to begin developing professional Habits of Mind. A modified version may or may not be practical for your students.